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High Ability Studies Volume 22, 2011 - Issue 1
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Articles

A theoretical context for examining students’ preference across ability levels for learning alone or in groups

Cheryl L. Walker Center for the Study of Learning and Performance, McGill University, Montreal, CanadaCorrespondence[email protected]
,
Bruce M. Shore Center for the Study of Learning and Performance, McGill University, Montreal, Canada
&
Lisa R. French ADHD Research Clinic, Montreal Children’s Hospital, Westmount, Canada
Pages 119-141 | Published online: 27 Jul 2011

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Maya Antoun, Margaret Plunkett & Leonie Kronborg. (2022) Gifted Education in Lebanon: Time to Rethink Teaching the Gifted. Roeper Review 44:2, pages 94-110.
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Lannie Kanevsky, C. Owen Lo & Vicky Marghelis. (2022) Individual or collaborative projects? Considerations influencing the preferences of students with high reasoning ability and others their age. High Ability Studies 33:1, pages 87-119.
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Jade N. M. T. Cera Guy, Jessica M. Williams & Bruce M. Shore. (2019) High- and Otherwise-Achieving Students’ Expectations of Classroom Group Work: An Exploratory Empirical Study. Roeper Review 41:3, pages 166-184.
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Jessica M. Williams, Jade N. M. T. Cera Guy & Bruce M. Shore. (2019) High-Achieving Students’ Expectations About What Happens in Classroom Group Work: A Review of Contributing Research. Roeper Review 41:3, pages 156-165.
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Didi M. E. Griffioen. (2019) The influence of undergraduate students’ research attitudes on their intentions for research usage in their future professional practice. Innovations in Education and Teaching International 56:2, pages 162-172.
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Annedien G. Pullen, Didi M. E. Griffioen, Judith Schoonenboom, Björn B. de Koning & Jos J. Beishuizen. (2018) Does excellence matter? The influence of potential for excellence on students’ motivation for specific collaborative tasks. Studies in Higher Education 43:11, pages 2059-2071.
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Cheryl L. Walker & Bruce M. Shore. (2015) Myth busting: Do high-performance students prefer working alone?. Gifted and Talented International 30:1-2, pages 85-105.
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Catherine A. Masden, Olivia N. Leung, Bruce M. Shore, Barry H. Schneider & Stephen J. Udvari. (2015) Social-perspective coordination and gifted adolescents’ friendship quality. High Ability Studies 26:1, pages 3-38.
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Katie S. Saunders-Stewart, Cheryl L. Walker & Bruce M. Shore. (2013) How do Parents and Teachers of Gifted Students Perceive Group Work in Classrooms?. Gifted and Talented International 28:1-2, pages 99-109.
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Articles from other publishers (7)

Uršula Podobnik & Jurij Selan. (2021) Visual Art Gifted Child in Pre-School and Early School Years. Creativity. Theories – Research - Applications 8:2, pages 86-102.
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Bruce M. Shore. (2021) Context Matters in Gifted Education. Education Sciences 11:8, pages 424.
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Leidy Gutiérrez-LadinoPhDPhD, Gabriela López-AymesPhDPhD, Alma Moreno-AguirrePhDPhD & María Araceli Ortiz-RodríguezPhDPhD. (2020) Intervenciones educativas para la inclusión en el aula de estudiantes con aptitudes sobresalientes. Revista Ciencias de la Educación, pages 6-11.
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Lorenzo Pérez Diez & Carmen Jiménez Fernández. (2020) La respuesta educativa a los alumnos más capaces en los planes de atención a la diversidad. Ensaio: Avaliação e Políticas Públicas em Educação 28:108, pages 642-671.
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Lorenzo PÉREZ DIEZ & Carmen JIMÉNEZ FERNÁNDEZ. (2018) Influencia de la organización escolar en la educación de los alumnos de altas capacidades. Enseñanza & Teaching: Revista Interuniversitaria de Didáctica 36:1, pages 151.
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Nadine Samardzija & Jean Sunde Peterson. (2015) Learning and Classroom Preferences of Gifted Eighth Graders. Journal for the Education of the Gifted 38:3, pages 233-256.
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Ella Shoval, Tal Sharir & Boaz Shulruf. (2013) The Challenge Kindergarten Model: Integrating Body-Movement and Scaffolding to Keep the Child in the Center and Make Systematic Progress in Learning. Early Childhood Education Journal 42:4, pages 279-286.
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