This is not the latest version of this item. The latest version can be found here.
“Like Upgrading From a Typewriter to a Computer”: Registered Reports in Education Research
Name
2332858420917640.pdf
Description
Published version
Size
67.53 KB
Format
Adobe PDF
Checksum (MD5)
0c03d9f23e5a71bbc16ae1c4c8418fb3
Author(s)
Reich, Justin
Gehlbach, Hunter
Albers, Casper J
Date Issued
2020
Journal
AERA Open
Publisher
SAGE Publications
Version
Final published version
Abstract
Registered reports engender a review process in which reviewers evaluate the merits of the research question rather than the magnitude or direction of the results. In this process, authors first submit introduction, methods, and prespecified analyses sections of an article. Next, an initial peer-review process assesses the merits of the research question, in the absence of knowing the results. Worthy articles are granted an “in-principle acceptance.” The authors, then conduct their study, analyze their data, write up the remainder of their article, and resubmit it. The in-principle acceptance means that if the authors adhere to the research design as originally submitted, then the article will be accepted. Building from seven of the earliest registered reports in education research, our introduction describes the benefits, opportunities, and challenges of registered reports as a means to increasing transparency in research and reducing the number of illusory results.
Terms of Use
Creative Commons Attribution 4.0 International license
Persistent DSpace Link
DOI of Published Version
10.1177/2332858420917640
