Leveraging Nonempirical Quantitative Analysis for Theory Development and Exploration: A New Paradigm for Giftedness Research

Session Type: Symposium

Abstract

The empirical state of gifted education research is stronger than ever before. Quantitative researchers now have the tools and the data to ask and answer almost any question. What we lack are updated quantitative theories – new “arguments” – that these new tools can settle. Gifted education has underinvested in theory development and analysis,

Historically, our research has been based on the analysis of qualitative or quantitative data. This symposium will present a new paradigm for giftedness research. The four papers of this symposium demonstrate how numerical computation and simulation can generate critical insights and identify specific predictions. These techniques can provide a more intimate connection between theory and research and increase the scientific rigor of our field.

Sub Unit

• SIG-Research on Giftedness, Creativity and Talent

Chair

• Michael S. Matthews, University of North Carolina - Charlotte

Papers

• What Proportion of People Are Gifted? Examining the Consequences of Theoretical Definitions - Matthew C. Makel, Duke University; Matthew McBee, East Tennessee State University

• A Theory of Achievement Growth Based on Vygotsky's Zone of Proximal Development - Matthew McBee, East Tennessee State University; D. Betsy Mccoach, University of Connecticut; Matthew C. Makel, Duke University

• The Counterintuitive Result of Racial Bias in Nominations: Insights From Numerical Analysis - Matthew McBee, East Tennessee State University

• The Mismatch Between Age-Based Identification and Grade-Based Programming - D. Betsy Mccoach, University of Connecticut

Discussant

• Frank C. Worrell, University of California - Berkeley