Faculty & Staff Directory

Matthew C. Makel, PhD

Associate Research Scientist

Matthew C. Makel is an Associate Research Scientist for the Johns Hopkins School of Education. His research focuses on academic talent development and open science research methods. In talent development, he investigates the equitable allocation of gifted identification and services as well as how schools can better meet student learning needs. In open science, he explores how to improve research transparency and rigor so that society can better understand the generalizability, reproducibility, and replicability of research findings. The influence of education research is too great to be driven by narrow irreplicable results. He has conducted direct and conceptual replications, both in collaboration with the original authors and independently. He co-edited Toward a More Perfect Psychology: Improving Trust, Accuracy, and Transparency in Research with Jonathan Plucker (American Psychological Association) and From Giftedness to Gifted Education: Reflecting Theory in Practice with Jonathan Plucker and Anne Rinn (Prufrock Press). He has earned degrees from Duke University, Cornell University, and Indiana University.

EDUCATION

Ph.D., Indiana University, Educational Psychology

M.A., Cornell University, Developmental Psychology

B.A., Duke University, Psychology

BOOK PUBLICATIONS

Plucker, J. A., Rinn, A. N., & Makel, M. C. (Eds.) (2017). From Giftedness to Gifted Education: Reflecting Theory in Practices. Waco, TX: Prufrock Press.

Makel, M. C. & Plucker, J. A. (Eds). (2017). Toward a More Perfect Psychology: Improving Trust, Accuracy, and Transparency in Research. Washington, DC: American Psychological Association.

SELECT PEER REVIEWED ARTICLES

Makel, M. C., Hodges, J., Cook, B. G., & Plucker, J. A. (2021). Both questionable and open research practices are prevalent in education research. Educational Researcher. https://doi.org/10.3102/0013189X211001356

Peters, S. J., Makel, M. C., & Rambo-Hernandez, K. (2021). Local norms for gifted and talented student identification. Everything you need to know. Gifted Child Today, 44(2), 93-104. https://doi.org/10.1177/1076217520985181

Snyder, K. E., Makel, M. C., Adelson, J. L., Crawford, B. F., & Barger, M. M. (2021). Concordance and discordance in implicit beliefs about intelligence and giftedness. Learning and Individual Differences, 86, https://doi.org/10.1016/j.lindif.2021.101971

Peters, S. J., Rambo-Hernandez, K. E., Makel, M. C., Matthews, M. S., & Plucker, J. A. (2020). Reflections on the registered report process for “Effect of local norms on racial and ethnic representation in gifted education”. AERA Open 6(2), 1-2. https://doi.org/10.1177/2332858420919054

Makel, M. C., Smith, K. N., McBee, M. T., Peters, S. J., & Miller, E. M. (2020). Collaboration in giftedness and talent development research. Journal for the Education of the Gifted, 43(2) 91-107. https://doi.org/10.1177/0162353220912019

Makel, M. C., Smith, K. N., McBee, M. T., Peters, S. J., & Miller, E. M. (2019). A path to greater credibility: Large-scale collaborative education research. AERA Open, 5(4). https://doi.org/10.1177/2332858419891963

Crüwell, S., van Doorn, J., Etz, A., Makel, M. C., Moshontz, H., Niebaum, J., Orben, A., Parsons, S., & Schulte-Mecklenbeck, M. (2019). 7 easy steps to open science: An annotated reading list. Zeitschrift für Psychologie, 227(4), 237-248. https://doi.org/10.1027/2151-2604/a000387

Wai, J., Makel, M. C., & Gambrell, J. (2019). An opportunity to reflect on the relationship between elite education, inferred cognitive ability, and the development of eminent creative expertise. Journal of Expertise, 2(2). Retrieved from: https://www.journalofexpertise.org/articles/volume2_issue2/JoE_2019_2_2_Wai_Reply.pdf

Wai, J., Makel, M. C., & Gambrell, J. (2019). The role of elite education and cognitive ability in eminent creative expertise: An historical analysis of the TIME 100. Journal of Expertise, 2(2). Retrieved from: https://www.journalofexpertise.org/articles/volume2_issue2/JoE_2019_2_2_Wai.pdf

Peters, S. J., Rambo-Hernandez, K. E., Makel, M. C., Matthews, M. S., & Plucker, J. A. (2019). The effect of local norms on racial and ethnic representation in gifted education. AERA Open 5(2), 1-18. https://doi.org/10.1177/2332858419848446

McBee, M. T. & Makel, M. C. (2019). The quantitative implications of definitions of giftedness. AERA Open, 5(1), 1-13. https://doi.org/10.1177/2332858419831007

Smith, K. N. & Makel, M. C. (2019). Open science: A candid conversation. Journal of Advanced Academics, 30(2), 111-123. https://doi.org/10.1177/1932202X19829750

Davis, W. E., Giner-Sorolla, R., Lindsay, D. S., Lougheed, J. P., Makel, M. C., Meier, M. E., Sun, J., Vaughn, L. A., & Zelenski, J. M. (2018). Peer review guidelines promoting replicability and transparency in psychological science. Advances in Methods and Practices in Psychological Science, 1(4), 556-573. doi: https://doi.org/10.1177/2515245918806489

McBee, M. T., Makel, M. C., Peters, S. J., & Matthew, M. S. (2018). A call for open science in giftedness research. Gifted Child Quarterly, 62(4), 374-388. doi: 10.1177/0016986218784178

Wai, J., Hodges, J., & Makel, M. C. (2018). Sex differences in ability tilt in the right tail of cognitive abilities: A 35-year examination. Intelligence, 67, 76-83. doi: https://doi.org/10.1016/j.intell.2018.02.003

Pridemore, W. J., Makel, M. C., & Plucker, J. A. (2018). Replications in criminology and the social sciences. Annual Review of Criminology, 1(1), 19-38. https://doi.org/10.1146/annurev-criminol-032317-091849

Olszewski-Kubilius, P., Makel, M. C., Plucker, J. A., Subotnik, R. F. (2017). Universal principles of learning require unique applications for gifted students. Canadian Psychology, 58(3), 271-275. https://doi.org/10.1037/cap0000118

Plucker, J. A., Makel, M. C., Matthews, M. S., Peters, S. J., & Rambo-Hernandez, K. E. (2017). Blazing new trails: Strengthening policy research in gifted education. Gifted Child Quarterly, 61(3), 210-218. https://doi.org/10.1177/0016986217701838

Peters, S. J., Matthews, M. T., Rambo-Hernandez, K., Makel, M. C., & Plucker, J. A. (2017). Should millions of students take a gap year? Large numbers of students start the school year above grade level. Gifted Child Quarterly, 61(3), 229-238. https://doi.org/10.1177/0016986217701834

Steenbergen-Hu, S., Makel, M. C., Olszewski-Kubilius, P. (2016). What one hundred years of research says about the effects of ability grouping and acceleration on K-12 students’ academic achievement: Findings from two second-order meta-analyses. Review of Educational Research, 86(4), 849-899. https://doi.org/10.3102/0034654316675417

Makel, M. C., Wai, J. Peairs, K., & Putallaz, M. (2016). Sex differences in the right tail of cognitive abilities: An update and cross cultural extension. Intelligence, 59, 8-15. https://doi.org/10.1016/j.intell.2016.09.003

Makel, M. C., Kell, H. J., Lubinski, D., Putallaz, M., & Benbow, C. P. (2016). When lightning strikes twice: Profoundly gifted, profoundly accomplished. Psychological Science, 27(7), 1004-1018. https://doi.org/10.1177/0956797616644735

Makel, M. C., Plucker, J. A., Freeman, J., Lombardi, A., Simonsen, B., & Coyne, M. (2016). Replication of special education research: Necessary but far too rare. Remedial and Special Education, 37(4), 205-212. https://doi.org/10.1177/0741932516646083

Makel, M. C. & Wai, J. (2016) Does economic research in education work? For which studies? Journal of Advanced Academics, 27(2), 73-80. https://doi.org/10.1177/1932202X15628013 [invited commentary]

PROFESSIONAL SERVICE

Editorial Board

2019-Present   Journal for the Education of the Gifted

2015-Present   Gifted Child Quarterly

2014-Present   Journal of Advanced Academics

2009-2018       The International Journal of Creativity & Problem Solving

 

Ad Hoc Reviewer

Advances in Methods and Practices in Psychological Science, AERA Open, Asia Pacific Education Review, Contemporary Educational Psychology,  Educational Researcher, Exceptional Children, Gifted & Talented International, High Ability Studies, Journal for the Education of the Gifted, Journal of Experimental Social Psychology, Journal of Research on Educational Effectiveness, Journal of School Psychology, Language Learning, Learning and Individual Differences, New Directions for Child and Adolescent Development, Perspectives on Psychological Science, Remedial and Special Education; Roeper Review; SAGE Open.

 

Recent Service

2020-Present   EdArXiv Steering Committee Chair

2020-Present   National Center for Research on Gifted Education, National Advisory Board

2020-Present   Education Research Hub Steering Committee

2020-2021       Virtual Unconference Open Scholarship Practices in Education Research Planning Committee

2020                NAGC Research Roundtable on non-faculty research jobs

2020                NAGC Convention Visioning Advisory Group

2019-Present   EdArXiv Steering Committee

2019                NAGC Executive Director Search Committee

2019                NAGC Research Roundtable on non-faculty research jobs

2019-Present   NC Department of Public Instruction AIG Think Tank Series

2018-Present   SIPS Awards Committee

2018-2019       NAGC Task Force on defining giftedness (co-chair)

2018-2019       NAGC Program Committee

2018-2020       NAGC Research & Evaluation Network Past-Chair

2018                Gifted Child Quarterly Badges Research Committee (chair)

2016-2018       NAGC Research & Evaluation Network Chair

2016-2017       Advisory Board for the Untapped Potential Project

2016-2017       Network Task Force, NAGC

2016                NAGC, Gifted Child Quarterly editor search advisory committee

2014-2019       NAGC Publications Committee

2014-Present   American Education Research Association Research on Giftedness, Creativity &                           Talent SIG Graduate Student Mentor

PROFESSIONAL MEMBERSHIPS

American Education Research Association (AERA)

Association for Interdisciplinary Meta-Research and Open Science (AIMOS)

National Association of Gifted Children (NAGC)

Society for the Improvement of Psychological Science (SIPS)