Content area
Abstract
The purpose of this study was to generate a grounded theory which conceptualized the nature of intellectual giftedness in children ages five to seven as compared to their age peers. The study integrated field studies with the philosophical and theoretical orientations of the existing literature by means of comparative analysis to develop a comprehensive, substantive theory.
The study utilized a qualitative research design based on grounded theory methods and explicated the research process for formulation of grounded theory. In addition to the literature, data for the study included participant observations and interviews. The data were systematically coded and analyzed using the procedures for constant comparative analysis. Selection of comparison groups was determined by theoretical sampling.
This study has significance for those professionals concerned with the advancement of theory regarding the nature of intellectual giftedness as well as for practitioners responsible for the application of theory in the educational setting. The study also contributes to the literature on research methodology by elucidating an alternative methodology that stresses theory development and qualitative techniques.
The theory is presented as major themes inductively derived through analysis of the data using the grounded theory method. The themes include: Integrity, Receptivity-Selectivity, Inclusion-Separativity, Control, and Intensity. Control and Intensity are mediating themes that cause specific interactions with the other themes.
Frameworks are developed to analyze the literature and these analyses are incorporated into the generated theory. Results of the integration of the theory and literature are presented in the form of general propositions and as implications specific to the kindergarten age group.
