Our publications

Antimirova, T., Goldman, P., Lasry, N., Milner-Bolotin, M., & Thompson, R. (2009). Recent developments in physics education in Canada. Physics in Canada/La Physique au Canada, 65(1), 19-22.

Aulls, M. W., Hou, D., Dickie, L. (accepted subject to revisions). The relationships among contexts, effective teaching strategies, obstacles, and approaches to instruction in colleges. Teachers and Teaching: An International Research Journal.

Aulls, M. W., & Ibrahim, A. M. (accepted subject to revisions). Are effective instruction and effective inquiry instruction different? Learning Sciences.

Aulls, M. W., & Shore, B. M. (2008). Inquiry in education (vol. I): The conceptual foundations for research as a curricular imperative. New York: Erlbaum.

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: Erlbaum.

Barfurth, M. A., Ritchie, K. C., Irving, J. A., & Shore, B. M. (in press). A metacognitive portrait of gifted learners. In L. V. Shavinina (Ed.), Handbook on giftedness. Amsterdam: Springer Science.

Borissov, G., Bozzo, M., Jones, R. W. J., Kalman C. S., Ratoff, P., Smizanska, M., & Solomey, N. (Eds.). (2008). Hyperons, charm and beauty hadrons. Proceedings of the 7th International Conference on Beauty, Charm, and Hyperons in Hadronic Interactions (BEACH 2007), Lancaster, England. Nuclear Physics B, 167, Proceedings Supplement (whole number).

Bozzo, M., Kalman, C. S., Mishra, S., Petti, P., Purohit, M. V., Rosenfeld, C., Sanchis-Lozano, M.-A., Solomey, N., & Wilson, J. R. (Eds.). (2009). Hyperons, charm and beauty hadrons. Proceedings of the 8th International Conference on Beauty, Charm, and Hyperons in Hadronic Interactions (BEACH 2008), Columbia, SC. Nuclear Physics B, 187, Proceedings Supplement (whole number).

Clark, C., & Shore, B. M. (2004). Educating students with high ability (rev. ed.). Paris: UNESCO. (The revision of Chapter 4 was coauthored by J. A. Irving.)

Delcourt, M. A. B. (2007). The effects of programming arrangements on the achievement and self-concept of gifted elementary school students. Gifted Child Quarterly, 51, 359-381.

Delcourt, M. A. B. (accepted subject to revisions). Project C.U.E.: Creating urban excellence through talent development. Gifted Child Quarterly.

Delcourt, M. A. B., Baum, S. M., & Berman, K. (accepted subject to revisions). Project POTENTIAL: Recognizing artistic, mathematical, musical, and scientific talent in at-risk students. Roeper Review.

Delcourt, M. A. B., & Carkner, P. A. (accepted subject to revisions). Student and teacher participation in an inquiry-oriented learning program. Roeper Review.

Elmesky, R., & Seiler, G. (2007). Movement expressiveness, solidarity and the (re)shaping of African American students’ scientific identities. Cultural Studies of Science Education,2(1), 73-103.

French, L. R., & Shore, B. M. (2009). A reconsideration of the widely held conviction that gifted students prefer to work alone. Invited chapter in B. Hymer, T. D. Balchin, & D. Matthews (Eds.), The Routledge international companion to gifted education (pp. 176-182 plus references). London: Routledge. (This volume was published in October 2008 with a 2009 imprint. It assembled all the book’s references on pages 325-366. The references for this chapter are on pages 325-334, 337-340, 342, 343, 345, 349-351,353, 354, 356, 357, 359-363, and 365.)

Hannah, c. l., & Shore, B. M. (2008). Twice exceptional students’ use of metacognitive skills on a comprehension-monitoring task. Gifted Child Quarterly, 52, 3-18.

Hua, O., & Shore, B. M. (in press). Patterns of curriculum development and provision for gifted students in Canada. Invited chapter in C. J. Maker & S. W. Schiever (Eds.), Curriculum development and teaching strategies for gifted learners (3rd ed.). Austin, TX: Pro-Ed.

Kalman, C. S. (2006). Successful science and engineering teaching in colleges and universities. San Francisco: Jossey-Bass.

Kalman, C. S. (2007). Review of A. Haché, The physics of hockey. The Physics Teacher, 45, 586.

Kalman, C. S. (2008). Successful science and engineering teaching: Theoretical and learning perspectives (Innovation and change in professional education series, volume 3, series editor Wim Gajselaers). New York: Springer.

Kalman, C. S. (2009). A role for experiment in using the law of inertia to explain the nature of science: A comment on Lopes Celho. Science & Education, 18, 25-31. http://www.springerlink.com/content/h871647l40431048/fulltext.pdf

Kalman, C. S. (2009). The need to emphasize epistemology in teaching and research. Science & Education, 18, 325-347. (Published online, January 5, 2009 at http://www.springerlink.com/content/xv458p282hw62l58/fulltext.pdf;doi:10.1007/s11191-007-9135-1).

Kalman, C. S. (in press). Reading the book of nature: The hermeneutical circle in science. In M. Gueldry (Ed.), Languages mean business: Integrating languages and cultures in/for the professions (pp. 41-58). Lewiston, NY: Mellen Press.

Kalman, C., Aulls, M. W., Rohar, S., & Godley, J. (2008). Students’ perceptions of reflective writing as a tool for exploring introductory textbooks. Journal of College Science Teaching, 37(4), 74-81.

Kalman, C. S., Rohar, S., & Wells, D. (2004). Enhancing conceptual change using argumentative essays. American Journal of Physics, 72, 715-717.

Kowgios, N., Burke, K., Cyganovich, P., Delcourt, M. A. B., & Shore, B. M. (under review). Effects of conceptual assessments using test debate and test analysis on critical thinking skills and literary analysis. Journal of Educational Research.

Lasry, N. (2006). Apprentissage par problèmes avec représentations multiples. In F. Garnier (Ed.), Étincelles pédagogiques en sciences au collégial (vol. 4), Gatineau, QC: Saut Quantique.

Lasry, N. (2006). CSI Montreal: Murder you solve. In F. Garnier (Ed.), On your spark, get set, go! Spicing up your college science curriculum! (vol. 4). Gatineau, QC: Saut Quantique.

Lasry, N. (2007). Enseigner les sciences par la magie. In P. Potvin, M. Riopel, & B. Masson (Eds.), Regards multiples sur l’enseignement des sciences (pp.282- 292). Montreal, QC: Editions MultiMondes.

Lasry, N. (2008). Clickers or flashcards: Is there really a difference? The Physics Teacher, 46, 242-244.

Lasry, N. (2008). Implementing peer instruction in pre-university courses: Clickers in classrooms? The Science Education Review, 7(1), 21-23.

Lasry, N. (2008). Une mise en œuvre au cégep de la méthode d’apprentissage par les pairs de Harvard. Pédagogie Collégiale, 21(4), 21-28.

Lasry, N., & Aulls, M. W. (2007). The effect of multiple internal representations on context rich instruction. American Journal of Physics, 75, 1030-1037. (http://arXiv.org/abs/physics/0605148)

Lasry, N., Levy, E., & Tremblay, J. (2008). Making memories, again. Science, 320(5884), 1720.

Lasry, N., Mazur, E., & Watkins, J.(2008). Peer instruction: From Harvard to the two-year college. American Journal of Physics, 76, 1066-1069.

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 as a Service Publication of the National Association for Gifted Children, Washington, DC).

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: Erlbaum.

Margison, J. A., & Shore, B. M. (in press). Interprofessional practice and education in health care: Its relevance to school psychology. Canadian Journal of School Psychology.

Martini, R., & Shore, B. M. (2008). Pointing to parallels in ability-related differences in the use of metacognition in academic and psychomotor tasks. Learning and Individual Differences, 18, 237-247.

Noblit, G., Hwang, S., Seiler, G., & Elmesky, R. (2007). Forum: Toward culturally responsive discourses in science education. Cultural Studies of Science Education, 2(1), 105-117.

Ormrod, J. E., Saklofske, D. H., Schwean, V. L., Andrews, J. W., & Shore, B. M. (2010). Principles of Educational Psychology (2nd Canadian ed.). Toronto, ON: Pearson Education.

Redden, K. C., Simon, R. A., & Aulls, M. W. (in press). Alignment in teacher education: Identifying contextually dependent student presage factors and associated learning outcomes. Teacher Education Quarterly.

Robinson, A., Shore, B. M., & Enerson, D. L. (2006). Best practices in gifted education: An evidence-based guide. Waco, TX: Prufrock Press (jointly published as a Service Publication of the National Association for Gifted Children, Washington, DC).

Savard, A., & DeBlois, L. (2006). Changements culturels et politiques dans l’enseignement primaire: La compétence à communiquer à l’aide du langage mathématique. [Cultural and political changes in primary teaching: Communication ability with the aid of mathematical language.] In Commission Internationale pour l’Étude et l’Amélioration de l’Enseignement des Mathématiques, Proceedings of the 58e Conférence CIEAEM (pp. 82-88), Srni, Czech Republic, July 2006.

Savard, A., & DeBlois, L. (2006). Intégrer les dimensions historique et culturelle dans l’enseignement des mathématiques: Peut-on faire autrement qu’un placage de connaisssances? [Integrating historical and cultural dimensions in teaching mathematics: Can one go beyond surface knowledge?] In Actes du Colloque Espace mathématique francophone (EMF) 2006 (unpaginated electronic document--CD), Sherbrooke, QC, May 2006.

Savard, A., & DeBlois, L. (2006). Un cadre théorique pour éclairer l’apprentissage des probabilités à l’école primaire: Vers une prise de décision à l’égard des jeux de hasard et d’argent. [A theoretical framework to clarify learning probability in the elementary school: Toward decision making in games of chance and money.] In Groupe des Didacticiens en Mathématique (GDM), Actes du Colloque GDM 2005 (pp. 61-72), Montréal, QC, May 2005.

Savard, A., & Guilbert, L. (2007). Les parents et l’enseignemnt des sciences à l’école primaire: Points de vue du Québec. [Parents and elementary school science teaching: Quebec perspectives.] Éducation Canada, 47(2), 52-54, 56.

Seiler, G. (accepted). Becoming a science teacher: Moving toward creolized science and an ethic of cosmopolitanism. Cultural Studies of Science Education.

Seiler, G. (2006). Student interest-focused curricula. In K. Tobin, (Ed.), Teaching and learning science: A handbook (pp. 337-344). Westport, CT: Greenwood.

Seiler, G. (2008). The P-O-W-E-R of Children’s Defense Fund Freedom Schools. In C. Payne, & C. Strickland (Eds.), Teach freedom: The African American tradition of education for liberation. New York: Teachers College Press.

Seiler, G., & Abraham, A. (in press). Hidden wor(l)ds in science class: Conscientization and politicization in science education research and practice. Cultural Studies of Science Education.

Seiler, G., & Blunck, S. (in press). Between the edges and seams of identity in science. In K. Scantlebury, J. B. Kahle, S. K. LaVan, & S. Martin, (Eds.). Re-visioning science education from feminist perspectives: Challenges, choices and careers. Rotterdam, Netherlands: Sense.

Seiler, G., & Elmesky, R. (2007). The role of communal practices in the generation of capital and emotional energy among urban African American students in science classrooms. Teachers College Record 109, 391-419.

Seiler, G., & Gonsalves, A. (accepted). Student-powered science: Science education for and by African American students. Equity and Excellence in Education.

Shore, B. M., & Irving, J. A. (2005). Inquiry as a pedagogical link between expertise and giftedness: The High Ability and Inquiry Research Group at McGill University. Gifted and Talented International, 20, 37-40.

Shore, B. M., Aulls, M. W., & Delcourt, M. A. B. (Eds.). (2008). Inquiry in education (vol. II): Overcoming barriers to successful implementation. New York: Erlbaum.

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: Erlbaum.

Stringer, R. W., & Heath, N. L. (2006). Possible relationships between depressive symptoms and reading. Canadian Journal of School Psychology. 21, 93-105.

Stringer, R. W., & Heath, N. L. (2008). Academic self-perception and performance. Canadian Journal of Education, 32, 327-345.

Tabatabai, D., & Shore, B. M. (2005). How experts and novices search the Web. Library and Information Science Research, 27, 222-248.

Tobin, K., Elmesky, R., & Seiler, G. (Eds.) (2005). Improving urban science education: New roles for teachers, students and researchers. Boulder, CO: Rowman and Littlefield.

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