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Roeper Review Volume 20, 1997 - Issue 2
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Departments: Research

Debunking the myth of the “highly significant” result: Effect sizes in gifted education research

Jonathan A. Plucker Assistant professor of learning, cognition, and instruction, Indiana University,
Pages 122-126 | Received 01 Nov 1996, Accepted 01 Jun 1997, Published online: 20 Jan 2010

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Read on this site (5)

Cristina Worley & Jemimah Young. (2023) The Color of Gifted Education Research: A 20-Year Content Analysis of Selected Journals. Roeper Review 45:2, pages 101-114.
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Adam E. Barry, Danny Valdez, Patricia Goodson, Leigh Szucs & Jovanni V. Reyes. (2019) Moving college health research forward: Reconsidering our reliance on statistical significance testing. Journal of American College Health 67:3, pages 181-188.
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Eyvind Elstad & Are Turmo. (2010) Students' self‐regulation and teachers' influences in science: interplay between ethnicity and gender. Research in Science & Technological Education 28:3, pages 249-260.
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Reva Friedman‐Nimz, Brenna O'Brien & BruceB. Frey. (2005) Examining our foundations: Implications for gifted education research . Roeper Review 28:1, pages 45-52.
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KelliM. Paul & JonathanA. Plucker. (2004) Two steps forward, one step back: Effect size reporting in gifted education research from 1995–2000 . Roeper Review 26:2, pages 68-72.
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Articles from other publishers (11)

Jemimah L. Young, Jamaal R. Young & Donna Y. Ford. (2017) Standing in the Gaps: Examining the Effects of Early Gifted Education on Black Girl Achievement in STEM. Journal of Advanced Academics 28:4, pages 290-312.
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Adam E. Barry, Leigh E. Szucs, Jovanni V. Reyes, Qian Ji, Kelly L. Wilson & Bruce Thompson. (2016) Failure to Report Effect Sizes. Health Education & Behavior 43:5, pages 518-527.
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Chao-Ying Joanne Peng, Li-Ting Chen, Hsu-Min Chiang & Yi-Chen Chiang. (2013) The Impact of APA and AERA Guidelines on Effect Size Reporting. Educational Psychology Review 25:2, pages 157-209.
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Astrid Fritz, Thomas Scherndl & Anton Kühberger. (2012) A comprehensive review of reporting practices in psychological journals: Are effect sizes really enough?. Theory & Psychology 23:1, pages 98-122.
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Rena F. Subotnik, Paula Olszewski-Kubilius & Frank C. Worrell. (2011) Rethinking Giftedness and Gifted Education. Psychological Science in the Public Interest 12:1, pages 3-54.
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Marcia GentryScott J. Peters. (2009) Effect Sizes in Gifted Education Research. Gifted Child Quarterly 53:3, pages 219-222.
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Anne N. Rinn. (2016) Effects of a Summer Program on the Social Self-Concepts of Gifted Adolescents. Journal of Secondary Gifted Education 17:2, pages 65-75.
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Michael S. Matthews. (2004) Leadership Education for Gifted and Talented Youth: A Review of the Literature. Journal for the Education of the Gifted 28:1, pages 77-113.
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Bob Ives. (2016) Effect Size Use in Studies of Learning Disabilities. Journal of Learning Disabilities 36:6, pages 490-504.
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Angie H. Rice. (2016) Evaluating Brief Structured Group Treatment of Depression. Research on Social Work Practice 11:1, pages 53-78.
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Françoys Gagné. 2000. International Handbook of Giftedness and Talent. International Handbook of Giftedness and Talent 67 79 .

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