Implications of the open science era for educational psychology research syntheses

Abstract

Abstract Extensive debate of potentially common, yet questionable research practices that lead to biased findings within social and health sciences has emerged over the last decade. These challenges likely apply to educational psychology, though the field has been slow to address them. This article discusses current research norms, strategic solutions proposed under the broad rubric of “open science,” and the implications of both for the way research syntheses in educational psychology are conducted and the quality of the information they produce. Strategies such as preregistration, transparent reporting, open materials and data, and registered reports stand to address significant threats to the validity of research syntheses. These include challenges associated with publication, dissemination, and selective reporting biases, comprehensive information retrieval, and opportunities to execute unique analytic approaches. A final issue is the development of parallel solutions that address biases in the decision making and practices of researchers conducting and evaluating research syntheses.