Evaluating the State of a Field: Effect Size Reporting in Gifted Education

Abstract

The authors examined the use of effect sizes across an entire field, satisfying a goal J. Cohen (1997) suggested. They analyzed the extent to which researchers had reported effect sizes in the 5 major journals on gifted education between 1996 and 2005 and compiled data on the types of manuscripts published, whether researchers reported effect sizes when appropriate, and which effect size measures they reported. The authors analyzed 2 time periods, hypothesizing that the latter period would show greater incidence of effect size reporting due to researchers' and professional organizations' increasing calls for their use. The observed increase in reporting effect sizes was limited. The authors recommend that journal editors adopt a policy requiring effect size reporting where appropriate.