Bruce M. Shore
Emeritus Professor and Full-Time Post-Retirement Full Professor
After two years as a secondary-school mathematics teacher, Bruce M. Shore joined the Department of Educational and Counselling Psychology at McGill University in Montreal, Quebec, Canada, in January 1971. He played a guiding role in creating three graduate programs: the MEd and PhD in Educational Psychology and the PhD in School/Applied Child Psychology. He was Chair for nine years, President of the McGill Association of University Teachers, and McGill’s Dean of Students for five years. For 21 years he was also in the instructional improvement unit, now called Teaching and Learning Services. He is a licensed teacher and psychologist in Quebec. Following 39 years on faculty, in 2010 he became Professor Emeritus of Educational Psychology and he remains active in publishing, as Co-Advisor to the Golden Key International Honour Society Chapter at McGill, and as a professional psychology accreditation site visitor and site-visit chair for the American and Canadian Psychological Associations.
Cognition and Instruction, School/Applied Child Psychology, and MEd in Educational Psychology
PhD, University of Calgary, Educational Psychology
MA, McGill University, Education
Teaching Diploma, McGill University
BSc, McGill University
Inquiry as a curricular focus across levels of education; the special qualities of inquiry-oriented teaching and learning as optimal learning envrionmentsoutcomes of inquiry-based instruction. Giftedness, expertise, exceptionally able students' cognitive and social thinking.
Irregular--please email, telephone, or text (SMS only, please)
Please refer to "Areas of Expertise."
Visiting Fellow, University of Cambridge, England, 1990-1991American Mensa Education and Research Foundation and Mensa International Awards for Excellence for Research in Human Intelligence and Intellectual Giftedness, six awards for publications co-authored with his students, between 1994 and 2017
National Association for Gifted Children (USA) Distinguished Scholar Award, 1995
Listed in Gifted Child Today and the American Psychological Association Monitor among the “53 most influential people in gifted education,” 2003
Faculty of Education (McGill University) Distinguished Teaching Award, 2009
Golden Key International Honour Society, Regional Advisor of the Year (Canada), 2009
David Thomson Award (McGill University) for Excellence in Graduate Supervision and Teaching (Senior Category), 2010
Principal's Prize (McGill University) for Excellence in Teaching (Full Professor Category), 2010
Elected as Fellow of the American Educational Research Association, 2010
Canadian Committee for Graduate Students in Education (Canadian Society for Studies in Education) Mentorship Award, 2014
The Department of Educational and Counselling Psychology created the Prof. Bruce M. Shore Collegiality Award in December 2016, to be awarded annually to a faculty member
International Award for Research, World Council for Gifted and Talented Children, 2017
Professor Shore's last PhD student graduated in 2018 and two MEd students graduated in 2016. Several past students continue to jointly publish. He is not supervising new PhD students, but welcomes expressions of interest from MEd or MA students interested in either giftedness or inquiry as described above, or in a combination of these topics.
Forthcoming Publications (2 Books under Contract)
Shore, B. M., Aulls, M. W., Tabatabai, D., & Kaur Magon, J. I is for inquiry: An ABC of inquiry instruction for elementary teachers and schools. Waco, TX: Prufrock Press, Waco, TX. [Anticipated publication in 2020.]
Robinson, A., Jolly, J. L., & Shore, B. M. Best practices in gifted education: An evidence-based guide(2nd ed.). Waco, TX: Prufrock Press (jointly published as a Service Publication of the National Association for Gifted Children, Washington, DC). [Anticipated publication in 2020 or 2021]
Cera Guy, J. N. M. T., Williams, J. M., & Shore, B. M. (2019). High- and otherwise-achieving students’ expectations of classroom group work: An exploratory empirical study. Roeper Review, 41, 166-184. https://doi.org/10.1080/02783193.2019.1622166
Williams, J. M., Cera Guy, J. N. M. T., & Shore, B. M. (2019). High-achieving students’ expectations about what happens in classroom group work: A review of contributing research. Roeper Review, 41,156-165. https://doi.org/10.1080/02783193.2019.1622165
Oppong, E., Shore, B. M., & Muis, K. R. (2019). Clarifying the connections among giftedness, metacognition, self-regulation, and self-regulated learning: Implications for theory and practice. Gifted Child Quarterly, 63, 102-119. (Published on-line in 2018.) https://doi.org/10.1177/0016986218814008.
Borovay, L. A., Shore, B. M., Caccese, C., Yang, E., & Hua, O. (2019). Flow, achievement level, and inquiry-based learning. Journal of Advanced Academics, 30,74-106. https://doi.org/10.1177/1932202X18809659
Chichekian, T., Hua, O., & Shore, B. M. (2018). Chemistry professors’ perceptions of undergraduate learning. Canadian Journal for the Scholarship of Teaching and Learning/La revue canadienne sur l’avancement des connaissances en enseignement et en apprentissage, 9(1), Article 3, 14 pp. Retrieved from https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss1/3
Kalman, C. S., Shore, B. M., Aulls, M. W., Antimirova, T., Kaur Magon, J., Lee, G., Coelho, R., Unal Coban, G., Huang, X., Ibrahim, A., Wang, X., Minh Tan, D. D., Fu, G., & Khanam, W. (2017). Changing students’ approach to learning physics in postsecondary gateway courses. International Research in Higher Education, 2(3), 16-33.
Chichekian, T., & Shore, B. M. (2017). Hold firm: Gifted learners value standing one’s ground in disagreements with a friend. Journal for the Education of the Gifted, 40, 152-167. doi:10.1177/0162353217701020
Ibrahim, A., Aulls, M. W., & Shore, B. M. (2017). Teachers’ roles, students’ personalities, inquiry learning outcomes, and practices of science and engineering: Development and validation of the McGill Attainment Value for Inquiry Engagement Survey [MAVIES] in STEM disciplines. International Journal of Science and Mathematics Education, 15,1195-1215. (Published online in 2016).doi:10.1007/s10763-016-9733-y
Irving, J. A., Oppong, E., & Shore, B. M. (2016). Alignment of a high-ranked PISA mathematics curriculum and the Parallel Curriculumfor gifted students: Is a high PISA mathematics ranking indicative of curricular suitability for gifted learners? Gifted and Talented International, 31,114-131. http://dx.doi.org/10.1080/15332276.2017.1356657
Aulls, M. W., Tabatabai, D., & Shore, B. M.(2016). What makes inquiry stick? The quality of preservice teachers’ understanding of inquiry. SAGE Open, 6(4), 1-12. doi:10.1177/2158244016681394
Ibrahim, A., Aulls, M. W., & Shore, B. M. (2016). Development, validation, and factorial comparison of the McGill Self-Efficacy of Learners For Inquiry Engagement (McSELFIE) survey in natural science disciplines. International Journal of Science Education, 38, 2450-2476. doi:10.1080/09500693.2016.1249531
Chichekian, T., & Shore, B. M. (2016). Preservice and practicing teachers’ self-efficacy for inquiry-based instruction. Cogent Education, 3,1-19. http://dx.doi.org/10.1080/2331186X.2016.1236872
Chichekian, T., Shore, B. M., & Tabatabai, D.(2016). First-year teachers’ uphill struggle to implement inquiry instruction: Exploring the interplay among self-efficacy, conceptualizations, and classroom observations of inquiry enactment. SAGE Open, 6(2), 1-19. doi:10.1177/2158244016649011
Shore, B. M. (2015). Are the problems of gifted education really about discipline myopia? Comment on D. Ambrose, Borrowing insights from other disciplines to strengthen the conceptual foundations for gifted education. International Journal of Talent Development and Creativity, 3(2), 119-124.
Walker, C. L., & Shore, B. M. (2015). Myth busting: Do high-performing students prefer working alone? Gifted and Talented International, 30,85-105. http://dx.doi.org/10.1080/15332276.2015.1137461
Walker, C. L., & Shore, B. M. (2015). Understanding classroom roles in inquiry education: Linking role theory and social constructivism to the concept of role diversification. SAGE Open, 5(4), 1-13. doi:10.1177/2158244015607584
Aulls, M. W., Kaur Magon, J., & Shore, B. M. (2015). The distinction between inquiry-based instruction and non-inquiry-based instruction in higher education: A case study of what happens as inquiry in 16 education courses in three universities. Teaching and Teacher Education, 51,147-161. doi:10.1016/j.tate.2015.06.011
Oppong-Nuako, J., Shore, B. M., Saunders-Stewart, K. S.,& Gyles, P. D. T. (2015). Using brief teacher interviews to assess the extent of inquiry in classrooms. Journal of Advanced Academics, 26,197-226. Retrieved from joa.sagepub.com, doi:10.1177/1932202X15588368
Masden, C. A., Leung, O. N., Shore, B. M., Schneider, B. H., & Udvari, S. J. (2015). Social-perspective coordination in gifted adolescent friendships. High Ability Studies, 26,3-38. http://dx.doi.org/10.1080/13598139.2015.1028613 (American Mensa Education and Research Foundation Award for Excellence, 2017, for Research on Human Intelligence and Intellectual Giftedness.)
Hua, O., Shore, B. M., & Makarova, E. (2014). Inquiry-based instruction within a community of practice for gifted-ADHD college students. Gifted Education International, 30(1). 74-86. doi:10.1177/0261429412447709
Hua, O., & Shore, B. M. (2014). Chemistry professors’ descriptions of the impact of research engagement on teaching. Higher Education Research and Development, 33, 298-311. doi:10.1080/07294360.2013.832158
Chichekian, T., & Shore, B. M. (2013). Concept maps provide a window onto preservice elementary teachers’ knowledge in the teaching and learning of mathematics. Canadian Journal of Education, 36(3), 47-71.
Saunders-Stewart, K. S., Walker, C. L., & Shore, B. M. (2013). How do parents and teachers of gifted students perceive group work in classrooms? Gifted and Talented International, 28(1-2), 99-106.
Syer, C. A., Chichekian, T., Shore, B. M., & Aulls, M. W. (2013). Learning “to do” and learning “about” inquiry at the same time: Different outcomes in valuing the importance of various intellectual tasks in planning, enacting, and evaluating an inquiry curriculum. Instructional Science, 41, 521-537. doi:10.1007/s11251-012-9242-5
Shore, B. M., Chichekian, T., Syer, C. A., Aulls, M. W., & Frederiksen, C. H. (2012). Planning, enactment, and reflection in inquiry-based learning: Validating the McGill Strategic Demands of Inquiry Questionnaire. International Journal of Science and Mathematics Education, 10, 315-337. doi: 10.1007/s10763-011-9301-4
Saunders-Stewart, K., Gyles, P. D. T., & Shore, B. M. (2012). Student outcomes in inquiry instruction: A literature-derived inventory. Journal of Advanced Academics, 25, 5-31
Posel, N., Shore, B. M., & Fleiszer, D. (2012). Virtual patient cases: A qualitative study of the requirements and perceptions of authors. International Journal of Medical Education, 3, 175-182. doi: 10.5116/ijme.5038.a1e1
Litvack, M. S., Ritchie, K. C., & Shore, B. M. (2011). High- and average-achieving students’ perceptions of disabilities and of students with disabilities in inclusive classrooms. Exceptional Children, 77, 474-487.
Chichekian, T., Savard, A., & Shore, B. M. (2011). The languages of inquiry: An English-French lexicon of inquiry terminology in education. LEARNing Landscapes, 4(2), 93-109. (available on-line at http://www.learninglandscapes.ca)
Walker, C. L., & Shore, B. M. (2011). Theory of mind and giftedness: New connections. Journal for the Education of the Gifted, 34, 644-668.
Morisano, D., & Shore, B. M. (2010). Can personal goal setting tap the potential of the gifted underachiever? Roeper Review, 32, 249-258.
Morisano, D., Hirsh, J. B., Peterson, J. B., Pihl, R. O., & Shore, B. M. (2010). Setting, elaborating, and reflecting on personal goals improves academic performance. Journal of Applied Psychology, 95, 255-264. doi:10.1037/a0018478
Shore, B. M. (2009). Giftedness is not what it used to be, school is not what it used to be, their future, and why psychologists in education should care. Canadian Journal of School Psychology, 20(10), 1-19. doi:10.1177/0829573509356896
Shore, B. M., Birlean, C., Walker, C. L., Ritchie, K. C., LaBanca, F., & Aulls, M. W. (2009). Inquiry literacy: A proposal for a neologism. LEARNing Landscapes, 3(1), 139-155.
Syer, C. A. , Jad, A., Pelletier, S., & Shore, B. M. (2003). Adaptive-creative versus routine-reproductive expertise in hypermedia design: An exploratory study. Cognition, Technology and Work, 5(2) 94-106.
Ormrod, J. E., Saklofske, D. H., Schwean, V. L., Andrews, J. J. W., & Shore, B. M. (2010). Principles of educational psychology (2nd Canadian ed.). Toronto, ON: Pearson.
Books and Monographs
Shore, B. M. (2014). The graduate advisor handbook: A student-centered approach. Chicago, IL: The University of Chicago Press (in the series Chicago Guides to Academic Life). doi:10.7208/chicago/9780226011783.001.0001
Shore, B. M., Aulls, M. W., & Delcourt, M. A. B. (Eds.). (2008). Inquiry in education (Vol. II): Overcoming barriers to successful implementation. New York, NY: Erlbaum (Routledge).
Aulls, M. W., & Shore, B. M. (2008). Inquiry in education (Vol. I): The conceptual foundations for research as a curricular imperative. New York, NY: Erlbaum (Rutledge).
Robinson, A., Shore, B. M., & Enerson, D. L. (2006). Best practices in gifted education: An evidence-based guide. Waco, TX: Prufrock Press.
Friedman, R. C., & Shore, B. M. (Eds.). (2000). Talents unfolding: Cognition and development. Washington, DC: American Psychological Association.
Chapters in Books
Shore, B. M.,Chichekian, T., Gyles, P. D. T., & Walker, C. L.(2019). Friendships of gifted children and youth: Updated insights and understanding. In B. Wallace, D. A. Sisk, & J. Senior (Eds.), The SAGE handbook of gifted and talented education (pp. 184-195). London, England: SAGE. (Member of the Editorial Board for this volume.)
Birlean, C., & Shore, B. M. (2018). Cognitive development of giftedness and talents: From theory to practice. In J. L. Roberts, T. F. Inman, & J. H. Robins (Eds.), Introduction to gifted education (pp. 95-118). Waco, TX: Prufrock Press. 2018 Texas Association for the Gifted and Talented Legacy Book Award, Scholar Category (books that guide graduate students or advanced educators to understand and expand upon the latest research on giftedness and gifted and talented education).
Shore, B. M., & Gube, M. (2018). A historical overview of instructional theory and practice in the United States and Canada: The double Slinky phenomenon in gifted and general education.In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent(pp. 39-54). Washington, DC: American Psychological Association. http://dx.doi.org/10.1037/0000038-003 (Published in September, 2017.)
Chichekian, T., & Shore, B. M. (2017). Challenges to conducting a longitudinal study with classroom observations of teachers’ first year of professional practice. In B. Flett (Ed.), SAGE research methods cases--Education. London, England: SAGE Online Library Products. http://methods.sagepub.com/case/challenges-longitudinal-study-of-teacher... http://dx.doi.org/10.4135/9781526419378
Chichekian, T., & Shore, B. M. (2014). Cognitive characteristics of the gifted: Reconceptualized in the context of inquiry learning and teaching. Invited chapter in J. A. Plucker & C. M. Callahan (Eds.),Critical issues and practices in gifted education: What the research says (2nd ed., pp. 119-132). Waco, TX: Prufrock Press.
Chichekian, T., & Shore, B. M. (2014). The International Baccalaureate: Contributing to the use of inquiry in higher education teaching and learning. In J. M. Carfora & P. Blessinger (Eds.), Inquiry-based learning for faculty and institutional development: A conceptual and practical resource for educators (pp. 73-97). Bingley, England: Emerald. doi:10.1108/S2055-364120140000001006
Kalman, C. [S.], Milner-Bolotin, M., Aulls, M. W., Charles, E. S., Coban, G. U., Shore, B. [M.], Antimirova, T., Kaur Magon, J., Xiang, H., Ibrahim, A., Wang, X., Lee, G., Coelho, R. L., Tan, D. D. N., & Fu, G. (2014). Understanding the nature of science and nonscientific modes of thinking in gateway science courses. In M. F. Taşar (Ed.), Proceedings of the World Conference on Physics Education 2012 (pp. 1291-1299). Ankara, Turkey: Pegem Akademi. (ISBN 978-605-364-658-7)
Chichekian, T., Hua, O., & Shore, B. M. (2013). Inquiring minds in undergraduate instruction: An expression of the teaching-research nexus. In D. J. Salter (Ed.), Cases on quality teaching practices in higher education (pp. 146-180). Hershey, PA: Information Science Reference (IGI Global). doi:10.4018/978-1-4666-3661-3.ch010
Walker, C. L., & Shore, B. M. (2012). Five gifted ways to lose your creative intelligence. In D. Ambrose & R. J. Sternberg (Eds.), How dogmatic beliefs harm creativity and higher-level thinking (pp. 171-184). New York, NY: Routledge.
Barfurth, M. A., Ritchie, K. C., Irving, J. A., & Shore, B. M. (2009). A metacognitive portrait of gifted learners. In L. V. Shavinina (Ed.), International handbook on giftedness (pp. 397-417). Amsterdam, Netherlands: Springer.
French, L. R., & Shore, B. M. (2009). A reconsideration of the widely held conviction that gifted students prefer to work alone. In B. Hymer, T. D. Balchin, & D. Matthews (Eds.), The Routledge international companion to gifted education (pp. 176-182 plus references). London, England: Routledge.
Linn, B., & Shore, B. M. (2008). Critical thinking. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (pp. 155-165). Waco, TX: Prufrock Press (Jointly published with the National Association for Gifted Children, Washington, DC).
Barfurth, M. A., & Shore, B. M. (2008). White water during inquiry learning: Understanding the place of disagreements in the process of collaboration. In B. M. Shore, M. W. Aulls, & M. A. B. Delcourt (Eds.), Inquiry in education: Overcoming barriers to successful implementation (pp. 149-164). New York, NY: Erlbaum (Routledge).
Manconi, L., Aulls, M. W., & Shore, B. M. (2008). Teachers’ use and understanding of strategy in inquiry instruction. In B. M. Shore, M. W. Aulls, & M. A. B. Delcourt (Eds.), Inquiry in education: Overcoming barriers to successful implementation (pp. 247-270). New York, NY: Erlbaum (Routledge).
Shore, B. M., Delcourt, M. A. B., Syer, C. A., & Schapiro, M. (2008). The phantom of the science fair. In B. M. Shore, M. W. Aulls, & M. A. B. Delcourt (Eds.), Inquiry in education: Overcoming barriers to successful implementation (pp. 83-118). New York, NY: Erlbaum (Routledge0.
Pelletier, S., & Shore, B. M. (2003). The gifted learner, the novice, and the expert: Sharpening emerging views of giftedness. In D. C. Ambrose, L. Cohen, & A. J. Tannenbaum (Eds.), Creative intelligence: Toward theoretic integration (pp. 237-281). New York, NY: Hampton Press.
Reviewer and Editorial Board member for several journals in Educational Psychology, Education, and Gifted Education.
Reader of Graduates' Names at McGill Convocations.
Site Visitor (Chair and Member) for accreditation of professional psychology programs for the Canadian Psychological Association and American Psychological Association.
International lecturer and workshop presenter in Gifted Education and Inquiry-Based Instruction.
Pro-Dean at PhD doctoral oral examinations at McGill University.
DeSantis, W., Delcourt, M. A. B., Shore, B. M., & Greenwood, J. C. (2018, October). The impact of datadriven feedback and coaching on preservice teachers.Paper presented at the annual meeting of the Northeastern Educational Research Association, Trumbull, CT.
Shore, B. M. (2018, February). Looking in the mirror: What research tells us about living with high ability. Paper presented at “CanCon,” the Canadian regional annual meeting of the Golden Key International Honour Society, Montreal, Quebec, Canada.
Chichekian, T., & Shore, B. M. (2017, July). Highly-able learners value standing one’s ground during disagreements with a friend. Paper presented at the biannual meeting (World Congress) of the International Positive Psychology Association, Montreal, Quebec, Canada.
Chichekian, T., Shore, B. M., & Tabatabai, D. (2017, May). First-year teachers differ in their enactment of inquiry instruction. Paper presented at the annual meeting of the Canadian Society for the Study of Education, Toronto, Ontario, Canada.
Shore, B. M., & Chichekian, T. (2017, April). Decline in self-efficacy for inquiry-based teaching: Implications for mentoring new teachers.Paper presented at the Fifth Biannual Instructional Leadership Conference, Western Connecticut State University, Danbury, CT.
Shore, B. M. (2017, March). The student-centered advisor: How to be (and how to get) the best advisor possible.Seminar presented at the College of Arts and Sciences and the Center for Educational Excellence (initiated by the Department of Environmental and Ocean Sciences), University of San Diego, CA.
Shore, B. M. (2016, May). Promoting student-centered supervision with professors and students.Three-day invited seminar presented at the Department of Psychology, Universidád de los Andes, Bogotá, Colombia.
Shore, B. M. (2016, February). Looking in the mirror: Living with high ability and what it means.Keynote presented at “CanCon,” the Canadian regional annual meeting of the Golden Key International Honour Society, Montreal, Quebec, Canada.
Chichekian, T., Shore, B. M., & Tabatabai, D. (2015, April). First-year teachers’ uphill struggle to implement inquiry instruction: Exploring the alignment among self-efficacy, conceptualizations, and actual enactment. Paper presented in the Round-Table session Influences in the lives of teachers at the annual meeting of the American Educational Research Association, Chicago, IL.
Shore, B. M. (2015, January). Student-centered supervision: Individual and institutional challenges and opportunities. Keynote presentation presented at the 10th Annual Faculty Mentoring Workshop: “Student-Centered Mentoring,” University of Illinois, Champaign-Urbana, IL
Shore, B. M. (2014, July-August). Involved with or contemplating student research? You need student-centered advising! Paper presented at the bi-annual International Summit of the Golden Key International Honour Society, Boston, MA.
Chichekian, T., & Shore, B. M. (2014, April). Senior preservice teachers’ self-efficacy for planning, enacting, and reflecting on inquiry instruction. Poster presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
Gyles, P. D. T., Walker, C. L., & Shore, B. M. (2013, November). Diverse benefits for students in inquiry: An empirical study. Paper presented at the annual meeting of the National Association for Gifted Children, Indianapolis, IN.
Kaur Magon, J., & Shore, B. M. (2013, August). Supporting an online community of gifted and talented inquirers: Enablers and barriers. Paper presented at the annual meeting of the World Council for Gifted and Talented Children, Louisville, KY.
Tabatabai, D., Shore, B. M., & Aulls, M. W. (2013, August). Anticipating the heart of pedagogy in gifted education: Secondary student teachers’ specialization in relation to their own best-recalled prior inquiry experiences. Paper presented at the annual meeting of the World Council for Gifted and Talented Children, Louisville, KY.
Shore, B. M., Walker, C. L., Gyles, P. D. T., & Chichekian, T. (2011, November). Gifted friendships: Perceived versus actual numbers of friends. Paper presented at the annual meeting of the National Association for Gifted Children, New Orleans, LA.