Education research should embrace open science. But let's be kind on the way there.

I believe the open science movement (for more info, see here) will ultimately be a good thing for education and educational psychology research. Debates about the validity of the salient studies accelerating the push for open science are kind of beside the point, now. Open Science is a good thing (or rather, is a set of good things) and education and educational psychology researchers would be wise to embrace it (see here for a whole special issue on it), and to train their students in it. But, it’s not easy or intuitive, and it will require significant upskilling. So we shouldn't push or browbeat people who are not yet well-versed in open science methods. In this article, Renbarger and colleagues do a nice job of making that case and explaining how reviewers can gently encourage authors to consider adopting more open science methods. This article has good background on open science and examples of how to promote it kindly. It’s definitely worth a read.