Hunter Gehlbach, Ph.D.
Vice Dean and Professor
School of Education
Johns Hopkins University
Postdoctoral Research Associate
Recently, scholars in medicine and psychology have noted how several "old school" practices—a host of well-regarded, long-standing scientific norms—in combination, sometimes compromise the credibility of research. In response, several "open science" norms and practices have emerged to address these credibility issues. This talk explores the extent to which and how these norms should be adapted and adopted for educational research. Using our own studies as case examples, we aim to do three things during the talk:
Illustrate the problems of "old school" practices and how they can lead to illusory results,
Provide an overview of emerging open science practices, and
Give examples of what qualities we might expect to see in educational research moving forward.
We look forward to a discussion of how these practices may need to be adapted for educational researchers and what the implications are likely to be.