Journal Editor and Associate Editor Perspectives on Research Reproducibility and Open Science

Abstract

Interest in transparent and open science is increasing in special education, school psychology, and related disciplines. Proponents for open science reforms provide evidence that researchers in special education, and the broader social sciences, engage in practices that mitigate its credibility and reduce the validity of information disseminated to practitioners and policymakers. In light of these issues, this article reports on a survey of journal editors-in-chief and associate editors to gain insight into concerns regarding research reproducibility and the familiarity and viability of open science for improving research credibility. Results indicate that respondents were concerned about research reproducibility, were moderately familiar with open science practices, and viewed many as effective for improving research credibility. Finally, respondents supported the use of journals to encourage open science practices although there was little support for requiring their use. Findings are discussed in relation to open science and implications for research and practice.