Two steps forward, one step back: Effect size reporting in gifted education research from 1995-2000

Roeper Review

Volumn 26, Issue 2, 2004, Pages 68-72

  Paul, Kelli M ^a   Plucker, Jonathan A ^a  

^a INDIANA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 4944264101     PISSN: 02783193     EISSN: 1940865X     Source Type: Journal    
DOI: 10.1080/02783190409554244     Document Type: Article

References (23)

1. th ed.). Washington. DC: Author.
2. Chow, S. L. (1988). Significance lest or effect size? Psychological Bulletin, 103, 105-110.
3. nd ed.). New York: Academic Press.
4. Cohen, J. (1997). The earth is round (p<.05). In L. L. Harlow, S. A. Mulaik, & J. H. Steiger (Eds.), What if there were no significance tests? (pp. 21-35). Mahwah, NJ: Lawrence Erl-baum.
5. Cooper, H. M. (1981). On the significance of effects and the effects of significance. Journal of Personality and Social Psychology, 41, 1013-1018.
6. Falk, R. (1986). Misconceptions of statistical significance. Journal of Structural Learning. 9, 83-96.
7. Fern, E. F., & Monroe, K. B. (1996). Effect-size estimates: Issues and problems in interpretation. Journal of Consumer Research, 23, 89-105.
8. Fidler, F., & Thompson, B. (2001). Computing correct confidence intervals for ANOVA fixed-and random-effects effect sizes. Educational and Psychological Measurement, 61, 575-604.
9. Harlow, L. L., Mulaik, S. A., & Steiger, J. H. (Eds.). (1997). What if there were no significance tests? Mahwah, NJ: Lawrence Erlbaum.
10. Henson, R. K., & Smith, A. D. (2000). State of the art in statistical significance and effect size reponi ng: A review of the APA Task Force report and current trends. Journal of Research and Development in Education. 33. 285-296.
11. Hogarty, K. Y., & Kromrey, J. D. (2001, April). We've been reporting some effect sizes: Can you guess what they mean? Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
12. Kirk, R. (1996). Practical significance: A concept whose time has come. Educational and Psychological Measurement. 56, 746-759.
13. Olejnik, S., & Algina, J. (2000). Measures of effect size for comparative studies: Applications, interpretations, and limitations. Contemporary Educational Psychology, 25, 241-286.
14. PJuckcr, J. A. (1997). Debunking the myth of the "highly significant" result: Effect sizes in gifted education research. Roeper Review. 20. 122-126.
15. Rosnow, R. L. & Rosenthal, R. (1989). Statistical procedures and the justification of knowledge in psychological science. American Psychologist. 44, 1276-1284.
16. Shaver, J. P. (1993). What statistical significance testing is. and what it is not. Journal of Experimental Education, 61, 293-316.
17. Smilhson, M. (2001). Correct confidence intervals for various regression effect sizes and parameters: The importance of noncentral distributions in computing intervals. Educational and Psychological Measurement, 61, 605-632.
18. Stumpf, H. (1998). Gender-related differences in academically talented students' scores and use of time on tests of spatial ability. Gifted Child Quarterly, 42. 157-171.
19. Thompson, B. (1999). Improving research clarity and usefulness with effect size indices as supplements to statistical significance tests. Exceptional Children. 65, 329-337.
20. Thompson, B. (2001). Significance, effect sizes, stepwise methods, and ocher issues: Strong arguments move the field. Journal of Experimental Education, 70, 80-93.
21. Thompson, B. (2002). What future quantitative social science research could look like: Confidence intervals for effect sizes. Educational Researcher, 31. 25-32.
22. Thompson, B., & Snyder, P. A. (1998). Statistical significance and reliability analyses in recent Journal of Counseling & Development research articles. Journal of Counseling& Development, 76, 436-441.
23. Wilkinson, L., & Task Force on Statistical Inference. (1999). Statistical methods in psychology journals: Guidelines and explanations. American Psychologist, 54, 594-604.