Publications in four gifted education journals from 2001 to 2006: An analysis of article types and authorship characteristics

Megan R. Parker, Kelli R. Jordan, Emily R. Kirk, Kathleen B. Aspiranti, Sherry K. Bain

Research output: Contribution to journalReview articlepeer-review

11 Scopus citations

Abstract

We reviewed articles from four premier journals in the field of gifted education for the years 2001 to 2006 (N = 506). We classified articles according to types, including narrative, descriptive, correlational, meta-analysis, causal-comparative, experimental, and qualitative. Results indicated that 46% of the articles were narrative, 16% qualitative, 13% causalcomparative, 10% correlational, 9% descriptive, 2% experimental, 1% meta-analytic, and 3% fell into multiple categories. We also collected information concerning the first authors of each article to determine the frequency of publication, gender, professional affiliation, and review board membership. Our results indicated that there is a need for more diversity in the gifted education field, particularly in terms of professional affiliation. The most salient need, however, is for more evidence-based research.

Original languageEnglish
Pages (from-to)207-216
Number of pages10
JournalRoeper Review
Volume32
Issue number3
DOIs
StatePublished - 2010

Keywords

  • Article types
  • Authorship
  • Diversity
  • Evidence-based research
  • Experimental research
  • Gifted
  • Gifted journals
  • Gifted publications
  • Gifted research
  • Professional affiliation

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Fingerprint

Dive into the research topics of 'Publications in four gifted education journals from 2001 to 2006: An analysis of article types and authorship characteristics'. Together they form a unique fingerprint.

Cite this