Stuart Buck

Promoting an open research culture

Author guidelines for journals could help to promote transparency, openness, and reproducibility Transparency, openness, and reproducibility are readily recognized as vital features of science (1, 2). When asked, most scientists embrace these features as disciplinary norms and values (3). Therefore, one might expect that these valued features would be routine in daily practice. Yet, a growing body of evidence suggests that this is not the case (4–6).

How open science helps researchers succeed

Open access, open data, open source and other open scholarship practices are growing in popularity and necessity. However, widespread adoption of these practices has not yet been achieved. One reason is that researchers are uncertain about how sharing their work will affect their careers. We review literature demonstrating that open research is associated with increases in citations, media attention, potential collaborators, job opportunities and funding opportunities. These findings are evidence that open research practices bring significant benefits to researchers relative to more traditional closed practices. DOI: http://dx.doi.org/10.7554/eLife.16800.001

SCIENTIFIC STANDARDS. Promoting an open research culture.

Author guidelines for journals could help to promote transparency, openness, and reproducibility Transparency, openness, and reproducibility are readily recognized as vital features of science (1, 2). When asked, most scientists embrace these features as disciplinary norms and values (3). Therefore, one might expect that these valued features would be routine in daily practice. Yet, a growing body of evidence suggests that this is not the case (4–6).

Promoting an open research culture: Author guidelines for journals could help to promote transparency, openness, and reproducibility

Author guidelines for journals could help to promote transparency, openness, and reproducibility Transparency, openness, and reproducibility are readily recognized as vital features of science (1, 2). When asked, most scientists embrace these features as disciplinary norms and values (3). Therefore, one might expect that these valued features would be routine in daily practice. Yet, a growing body of evidence suggests that this is not the case (4–6).

“Acting White”: How the Past Implementation of School Desegregation Helped Create Today’s Attainment and Achievement Gaps

ABSTRACT Summarizing my prior work, the only book length treatment of the “acting White” phenomenon (Buck, 2010), I argue that while desegregation was both a moral necessity and a social good, the manner in which desegregation was implemented by White authorities led indirectly to today’s achievement gaps. In the course of desegregation previously all-African-American schools were closed, with their faculty and administrators typically demoted or terminated, and their students sent to previously all-White schools, where they were not always welcomed. This massive social change established scholarly achievement as part of a White identity, not a Black identity. Unfortunately, this diagnoses may not lend itself to easy solutions.