Abstract
It is suggested that the raw data of educational research have important uses that are not presently being exploited. Reasons for preserving raw data and opening them to general scrutiny are presented. These include the avoidance of misrepresentation and error, the value of data for secondary analysis, and the potential uses of data as teaching tools. Difficulties with the idea of archiving are also examined: the social problems within the research community that would result from increased scrutiny, the problems involved in maintaining confidentially, and the practical problems of storing the data and making them accessible
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