教育透明度的拥护者:期刊审稿人可以做些什么来鼓励开放科学实践

IF 3 3区 教育学 Q1 EDUCATION, SPECIAL
R. Renbarger, J. Adelson, J. Rosenberg, Sondra M. Stegenga, Olivia Lowrey, Pamela R. Buckley, Qiyang Zhang
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引用次数: 1

摘要

随着教育特别是资优教育领域逐渐走向开放科学,我们的研究界越来越重视开放科学实践所带来的透明度和开放性。然而,个别研究人员可能不愿意采用开放科学实践,因为缺乏激励、额外工作量的障碍,或者缺乏在某些领域(如定性研究)应用这些实践的支持。我们鼓励并为审稿人提供指导,通过热情地影响作者考虑将开放科学实践应用于定量、定性和混合方法的研究,并提供充足的支持,以产生更高质量的出版物,从而支持开放科学实践。与其将开放科学实践强加给作者,我们主张审稿人建议一些小的、没有威胁性的、具体的步骤来支持作者,而不会让他们感到不知所措、被评判或受到惩罚。我们相信,审稿人采取的这些小步骤将产生影响,为研究人员采用更开放的科学实践创造一个更支持性的环境。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Champions of Transparency in Education: What Journal Reviewers Can Do to Encourage Open Science Practices
As the field of education, and especially gifted education, gradually moves toward open science, our research community increasingly values transparency and openness brought by open science practices. Yet, individual researchers may be reluctant to adopt open science practices due to low incentives, barriers of extra workload, or lack of support to apply these in certain areas, such as qualitative research. We encourage and give guidelines to reviewers to champion open science practices by warmly influencing authors to consider applying open science practices to quantitative, qualitative, and mixed-methods research and providing ample support to produce higher-quality publications. Instead of imposing open science practices on authors, we advocate reviewers suggest small, non-threatening, specific steps to support authors without making them feel overwhelmed, judged, or punished. We believe that these small steps taken by reviewers will make a difference to create a more supportive environment for researchers to adopt more open science practices.
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来源期刊
CiteScore
6.30
自引率
29.00%
发文量
41
期刊介绍: Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.
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