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Original Articles

Inquiry as a Pedagogical Link between Expertise and Giftedness: The High Ability and Inquiry Research Group at McGill University

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Pages 37-40 | Published online: 01 Jun 2016

References

  • Aulls, M. W., & Shore, B. M. ( under contract, in preparation). Inquiry in education: The conceptual foundations for research as a curricular imperative. Mahwah, NJ: Erlbaum
  • Bowen, S., Shore, B. M., & Cartwright, G. F. (1992). Do gifted children use computers differently?: A view from “The Factory.” Gifted Educational International, 8, 151–154.
  • Carter, K. R., & Swanson, H. L. (1990). An analysis of the most frequently cited gifted journal articles since the Marland report: Implications for researchers. Gifted Child Quarterly, 34, 116–123.
  • Coleman, E., & Shore, B. M. (1991). Problem-solving processes of high and average performers in physics. Journal for the Education of the Gifted, 14, 366–379.
  • Dreyfus, H. L., & Dreyfus, S. E. (1986). Five steps from novice to expert. In H. L. Dreyfus & S. E. Dreyfus (Eds.), Mind over machine: The power of human intuition and expertise in the era of the computer (pp. 16–51). New York: Free Press.
  • Kaizer, C., & Shore, B. M. (1995). Strategy flexibility in more and less competent students on mathematical word problems. Creativity Research Journal, 8, 113–118.
  • Lester, F. K. (1982). Building bridges between psychological and mathematics education research on problem solving. In F. K. Lester & J. Garofalo (Eds.), Mathematical problem-solving: Issues in research (pp. 55–58). Philadelphia: Franklin Institute Press.
  • Manconi, L. (2004). Teachers’ understanding of inquiry. Unpublished PhD dissertation in Special Populations/Adult Education [Educational and Counselling Psychology], McGill University, Montreal.
  • Maniatis, E., Cartwright, G. F., & Shore, B. M. (1998). Giftedness and complexity in a self-directed computer-based task. Gifted and Talented International, 13, 83–89.
  • 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: Hampton Press.
  • Scardamalia, M., & Bereiter, C. (1985). Fostering the development of self-regulation in children’s knowledge processing. In S. F. Chipman, J. W. Segal, & R. Glaser (Eds.), Thinking and learning skills: Research and open questions (Vol. 2, pp. 563–577). Hillsdale, NJ: Erlbaum.
  • Shore, B. M. (2000). Metacognition and flexibility: Qualitative differences in how the gifted think. In R. C. Friedman & B. M. Shore (Eds.), Talents unfolding: Cognition and development (pp. 167–187). Washington, DC: American Psychological Association.
  • Shore, B. M., Cornell, D. C., Robinson, A., & Ward, V. S. (1991). Recommended practices in gifted education: A critical analysis. New York: Columbia University, Teachers College Press.
  • Shore, B. M., Delcourt, M. A. B., Syer, C. A., & Schapiro, M. (2004). The phantom of the science fair. Unpublished manuscript, McGill University, Montreal. [ This document is a chapter in the nearly completed book by B. M. Shore, M. W. Aulls, & M. A. B. Delcourt (Eds.), Inquiry: Where ideas come from and where they lead, under contract to Erlbaum, Mahwah, NJ.]
  • Shore, B. M., & Dover, A. C. (1987). Metacognition, intelligence and giftedness. Gifted Child Quarterly, 31, 37–39.
  • Shore, B. M., Hymovitch, J., & Lajoie, S. P. (1982). Processing differences in the relation between ability and field-independence. Psychological Reports, 50, 391–395.
  • Shore, B. M., & Kanevsky, L. S. (1993). Thinking processes: Being and becoming gifted. In K. A. Heller, F. J. Mölnks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 131–145). Oxford, England: Pergamon.
  • Shore, B. M., Kanevsky, L. S., & Rejskind, F. G. (1991). Learning and the needs of gifted students. In R. H. Short, L. L. Stewin, & S. J. H. McCann (Eds.), Educational psychology: Canadian perspectives (pp. 372–400). Toronto: Copp Clark Pitman.
  • Shore, B. M., Rejskind, F. G., & Kanevsky, L. S. (2003). Cognitive research on giftedness: A window on creativity. In D. C. Ambrose, L. Cohen, & A. J. Tannenbaum (Eds.), Creative intelligence: Toward theoretic integration (pp. 181–210). New York: Hampton Press.
  • Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. Cambridge, England: Cambridge University Press.
  • Tarshis, E., & Shore, B. M. (1991). Differences in perspective taking between high and above average IQ preschool children. European Journal for High Ability, 2, 201–211.

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