R. Renbarger, J. Adelson, J. Rosenberg, Sondra M. Stegenga, Olivia Lowrey, Pamela R. Buckley, Qiyang Zhang
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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.
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.