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Bryan Cook

  • Professor
Currently inviting Ph.D. applications for fall 2027

Office Location

Bavaro Hall 206B
PO Box 400277
417 Emmet Street S
Charlottesville, VA 22903

Biography

Bryan Cook's work focuses on facilitating and examining the use of open science and crowdsourcing in education research, researching research (i.e., meta-research) in education, and identification of evidence-based practices in special education. Recent accomplishments include working with research partners across the country as PI on a crowdsourced replication study funded by IES investigating teaching science facts to elementary students with high-incidence disabilities, receiving a $2.5 million leadership grant (in partnership with Temple University) from the U.S. Department of Education to train doctoral students with a focus on identifying and implementing evidence-based practices for students with disabilities, and co-authoring an article in Educational Researcher examining questionable research practices among education researchers (Makel et al., 2021) that was featured in an online Forbes article.

Education

Ph.D., University of California, Santa Barbara, 1997
M.A., University of California, Santa Barbara, 1994
B.A., University of California, Santa Barbara, 1990

Curriculum Vitae

Featured Research

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National Survey of 4th and 5th Grade Science Education Teachers: Insights Into Instruction and Inclusion of Students With Disabilities

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IEPs in the Age of AI: Examining IEP Goals Written with and Without ChatGPT

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Promoting Open Science to increase the Trustworthiness of Evidence in Special Education

We propose that researchers in special education adopt emerging open-science reforms, such as preprints, data and materials sharing, preregistration of studies and analysis plans, and Registered Reports.

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Promoting Open Science to Increase the Trustworthiness of Evidence in Special Education

We discuss how adopting open-science practices can advance the quality of research and, consequently, policy and practice in special education.

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Introduction to Special Issue: Null Effects and Publication Bias in Learning Disabilities Research

In this article, we first define null findings and publication bias as they relate to group and single‐subject instructional intervention research. We then explore the prevalence of instructional intervention studies that report null findings in the learning disabilities literature.

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Introduction to Special Issue: Null Effects and Publication Bias in Learning Disabilities Research

In this article, we first define null findings and publication bias as they relate to group and single-subject instructional intervention research.

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Null Effects and Publication Bias in Special Education Research

This special issue of Behavioral Disorders provides an outlet for methodologically sound studies with null findings.

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A Replication by Any Other Name: A Systematic Review of Replicative Intervention Studies

We examined whether the 83 intervention studies published in six non-categorical research journals in special education in 2013 and 2014 might be considered replications.

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