Preface to special issue on the educational psychology of creativity

Preregistration and registered reports are two promising open science practices for increasing transparency in the scientific process. In particular, they create transparency around one of the most consequential distinctions in research design: the data analytics decisions made before data collection and post-hoc decisions made afterwards. Preregistration involves publishing a time-stamped record of a study design before data collection or analysis. Registered reports are a publishing approach that facilitates the evaluation of research without regard for the direction or magnitude of findings. In this paper, I evaluate opportunities and challenges for these open science methods, offer initial guidelines for their use, explore relevant tensions around new practices, and illustrate examples from educational psychology and social science. This paper was accepted for publication in Educational Psychologist volume 56, issue 2; scheduled for April 2021, as a part of a special issue titled, “Educational psychology in the open science era.”This preprint has been peer reviewed, but not copy edited by the journal and may differ from the final published version. The DOI of the final published version is: [insert preprint DOI number]. Once the article is published online, it will be available at the following permanent link: [insert doi link]

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International perspectives on social justice: Introduction to the special issue

School Psychology International ◽

10.1177/0143034319897359 ◽

2020 ◽

Vol 41 (1) ◽

pp. 3-12

Author(s):

Sally L. Grapin ◽

David Shriberg

Keyword(s):

Social Justice ◽

School Psychology ◽

Educational Psychology ◽

Practice Research ◽

Special Issue ◽

Global Perspectives ◽

International Perspectives ◽

The Social ◽

And Training ◽

International Social

The concept of social justice has become increasingly prominent in school psychology practice, research, and training. While the literature in this area has burgeoned over the last decade, relatively less scholarship has synthesized global perspectives on social justice. This article provides a brief introduction to the special issue, International Perspectives on Social Justice. In particular, we describe contributions of each of the issue’s four articles to the social justice literature in school and educational psychology as well as identify prominent themes. Finally, we describe potential directions for advancing an international social justice agenda in school psychology.

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LATIN AMERICAN JOURNAL OF PSYCHOLOGY SPECIAL ISSUE ON EDUCATIONAL PSYCHOLOGY

Applied Psychology ◽

10.1111/j.1464-0597.1978.tb01409.x ◽

1978 ◽

Vol 28 (1) ◽

pp. 63-63

Keyword(s):

Latin American ◽

Educational Psychology ◽

Special Issue

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From Old School to Open Science: The Implications of New Research Norms for Educational Psychology and Beyond

10.35542/osf.io/za7p5 ◽

2021 ◽

Author(s):

Hunter Gehlbach ◽

Carly D Robinson

Keyword(s):

Educational Psychology ◽

Historical Context ◽

Open Science ◽

Special Issue ◽

School Practices ◽

Science Practices ◽

Educational Psychologists ◽

Introductory Article ◽

New Research

Recently, scholars 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, other scholarly fields have developed several “open science” norms and practices to address these credibility issues. Against this backdrop, this special issue explores the extent to which and how these norms should be adopted and adapted for educational psychology and education more broadly. Our introductory article contextualizes the special issue’s goals by: overviewing the historical context that led to open science norms (particularly in medicine and psychology); providing a conceptual map to illustrate the interrelationships between various old school as well as open science practices; and then describing educational psychologists’ opportunity to benefit from and contribute to the translation of these norms to novel research contexts. We conclude by previewing the articles in the special issue.

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Implications of the Open Science Era for Educational Psychology Research Syntheses

10.35542/osf.io/2kzav ◽

2020 ◽

Author(s):

Carly D Robinson

Keyword(s):

Educational Psychology ◽

Time Frame ◽

Open Science ◽

Selective Reporting ◽

Psychology Research ◽

Special Issue ◽

Questionable Research Practices ◽

Comprehensive Information ◽

Open Materials

Extensive debate and criticism 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, open materials and data, and registered reports stand to address significant threats to the validity of research synthesis. 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 specific to the decision making of researchers conducting and evaluating research syntheses. PLEASE DO NOT CITE YET:This article is part of a forthcoming journal Special Issue on Open Science in Education and currently under review. Carly Robinson is NOT the correct author, so please do not cite this article until it is updated with the correct authors' names. If you are interested in citing this work please either (a) check back at this url later -- we anticipated that the correct authors' names will be included no later than February 2021, or (b) contact Carly Robinson ([email protected]) directly to see if the paper might be cited on an earlier time frame.

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