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Sorting the Wheat from the Chaff

What Makes for Good Evidence of Effectiveness in the Literature in Gifted Education?

University of Virginia, cmc{at}virginia.edu

Tonya R. Moon

University of Virginia

To provide an overview of the specific components that must be considered when making decisions about research in the field of gifted education, the authors describe and evaluate the three types of evidence— speculative or anecdotal, theoretical, and empirical—commonly offered in the literature of the field. Empirical, or evidence-based, research can be quantitative or qualitative (or mixed methods); it also can be interventional or non-interventional. An explanation and example of each type of empirical evidence are provided, along with key guidelines for reviewing and judging each one. Next, the authors offer general considerations for evaluating specific components of research, regardless of the type of study (e.g., source of evidence, research design, research questions, effect size, sample, instrumentation). Considerations for judging meta-analyses are also offered.

Key Words: research quality • meta-analyses • judging evidence

Gifted Child Quarterly, Vol. 51, No. 4, 305-319 (2007)
DOI: 10.1177/0016986207306317


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