| Year |
Citation |
Score |
| 2019 |
Cera Guy JNMT, Williams JM, Shore BM. High- and Otherwise-Achieving Students’ Expectations of Classroom Group Work: An Exploratory Empirical Study Roeper Review. 41: 166-184. DOI: 10.1080/02783193.2019.1622166 |
0.391 |
|
| 2019 |
Williams JM, Cera Guy JNMT, Shore BM. High-Achieving Students’ Expectations About What Happens in Classroom Group Work: A Review of Contributing Research Roeper Review. 41: 156-165. DOI: 10.1080/02783193.2019.1622165 |
0.326 |
|
| 2018 |
Chichekian T, Hua O(, Shore BM. Chemistry Professors' Perceptions of Undergraduate Learning The Canadian Journal For the Scholarship of Teaching and Learning. 9. DOI: 10.5206/Cjsotl-Rcacea.2018.1.3 |
0.317 |
|
| 2018 |
Borovay LA, Shore BM, Caccese C, Yang E, Hua O(. Flow, Achievement Level, and Inquiry-Based Learning Journal of Advanced Academics. 30: 74-106. DOI: 10.1177/1932202X18809659 |
0.317 |
|
| 2017 |
Chichekian T, Shore BM. 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 |
0.412 |
|
| 2016 |
Aulls MW, Tabatabai D, Shore BM. What Makes Inquiry Stick? The Quality of Preservice Teachers’ Understanding of Inquiry Sage Open. 6: 215824401668139. DOI: 10.1177/2158244016681394 |
0.758 |
|
| 2016 |
Chichekian T, Shore BM, Tabatabai D. 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. DOI: 10.1177/2158244016649011 |
0.758 |
|
| 2016 |
Chichekian T, Shore BM. Preservice and practicing teachers’ self-efficacy for inquiry-based instruction Cogent Education. 3. DOI: 10.1080/2331186X.2016.1236872 |
0.404 |
|
| 2016 |
Irving JA, Oppong E, Shore BM. Alignment of a high-ranked PISA mathematics curriculum and the Parallel Curriculum for gifted students: Is a high PISA Mathematics ranking indicative of curricular suitability for gifted learners? Gifted and Talented International. 31: 114-131. DOI: 10.1080/15332276.2017.1356657 |
0.39 |
|
| 2016 |
Ibrahim A, Aulls MW, Shore BM. 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 |
0.397 |
|
| 2016 |
Ibrahim A, Aulls MW, Shore BM. Teachers’ Roles, Students’ Personalities, Inquiry Learning Outcomes, and Practices of Science and Engineering:The Development and Validation of the McGill Attainment Value for Inquiry Engagement Survey in STEM Disciplines International Journal of Science and Mathematics Education. 1-21. DOI: 10.1007/S10763-016-9733-Y |
0.335 |
|
| 2015 |
Walker CL, Shore BM. Understanding classroom roles in inquiry education: Linking role theory and social constructivism to the concept of role diversification Sage Open. 5. DOI: 10.1177/2158244015607584 |
0.433 |
|
| 2015 |
Oppong-Nuako J, Shore BM, Saunders-Stewart KS, Gyles PDT. Using Brief Teacher Interviews to Assess the Extent of Inquiry in Classrooms Journal of Advanced Academics. 26: 197-226. DOI: 10.1177/1932202X15588368 |
0.359 |
|
| 2015 |
Walker CL, Shore BM. Myth busting: Do high-performance students prefer working alone? Gifted and Talented International. 30: 85-105. DOI: 10.1080/15332276.2015.1137461 |
0.42 |
|
| 2015 |
Masden CA, Leung ON, Shore BM, Schneider BH, Udvari SJ. Social-perspective coordination and gifted adolescents’ friendship quality High Ability Studies. 26: 3-38. DOI: 10.1080/13598139.2015.1028613 |
0.595 |
|
| 2015 |
Aulls MW, Magon JK, Shore BM. 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 |
0.395 |
|
| 2015 |
Saunders-Stewart KS, Gyles PDT, Shore BM, Bracewell RJ. Student outcomes in inquiry: students’ perspectives Learning Environments Research. 18: 289-311. DOI: 10.1007/S10984-015-9185-2 |
0.402 |
|
| 2014 |
Hua O(, Shore BM. 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 |
0.393 |
|
| 2013 |
Saunders-Stewart KS, Walker CL, Shore BM. How do Parents and Teachers of Gifted Students Perceive Group Work in Classrooms? Gifted and Talented International. 28: 99-109. DOI: 10.1080/15332276.2013.11678406 |
0.366 |
|
| 2013 |
Syer CA, Chichekian T, Shore BM, Aulls MW. 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 |
0.434 |
|
| 2012 |
Saunders-Stewart KS, Gyles PDT, Shore BM. Student Outcomes in Inquiry Instruction Journal of Advanced Academics. 23: 5-31. DOI: 10.1177/1932202X11429860 |
0.406 |
|
| 2012 |
Hua O(, Shore BM, Makarova E. Inquiry-based instruction within a community of practice for gifted–ADHD college students Gifted Education International. 30: 74-86. DOI: 10.1177/0261429412447709 |
0.367 |
|
| 2012 |
Shore BM, Chichekian T, Syer CA, Aulls MW, Frederiksen CH. 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 |
0.45 |
|
| 2011 |
Walker CL, Shore BM. Theory of mind and giftedness: New connections Journal For the Education of the Gifted. 34: 644-668. DOI: 10.1177/016235321103400406 |
0.397 |
|
| 2011 |
Litvack MS, Ritchie KC, Shore BM. High- and average-achieving students' perceptions of disabilities and of students with disabilities in inclusive classrooms Exceptional Children. 77: 474-487. DOI: 10.1177/001440291107700406 |
0.338 |
|
| 2011 |
Walker CL, Shore BM, French LR. A theoretical context for examining students' preference across ability levels for learning alone or in groups High Ability Studies. 22: 119-141. DOI: 10.1080/13598139.2011.576082 |
0.354 |
|
| 2011 |
French LR, Walker CL, Shore BM. Do gifted students really prefer to work alone? Roeper Review. 33: 145-159. DOI: 10.1080/02783193.2011.580497 |
0.43 |
|
| 2010 |
Morisano D, Hirsh JB, Peterson JB, Pihl RO, Shore BM. Setting, elaborating, and reflecting on personal goals improves academic performance. The Journal of Applied Psychology. 95: 255-64. PMID 20230067 DOI: 10.1037/A0018478 |
0.738 |
|
| 2010 |
Shore BM. 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. 25: 151-169. DOI: 10.1177/0829573509356896 |
0.425 |
|
| 2010 |
Morisano D, Shore BM. Can personal goal setting tap the potential of the gifted underachiever? Roeper Review. 32: 249-258. DOI: 10.1080/02783193.2010.508156 |
0.746 |
|
| 2009 |
Shore BM, Birlean C, Walker CL, Ritchie KC, LaBanca F, Aulls MW. Inquiry Literacy: A Proposal for a Neologism Learning Landscapes. 3: 139-155. DOI: 10.36510/LEARNLAND.V3I1.322 |
0.345 |
|
| 2009 |
Schapiro M, Schneider BH, Shore BM, Margison JA, Udvari SJ. Competitive goal orientations, quality, and stability in gifted and other adolescents' friendships: A test of Sullivan's theory about the harm caused by rivalry Gifted Child Quarterly. 53: 71-88. DOI: 10.1177/0016986208330566 |
0.46 |
|
| 2008 |
Hannah CL, Shore BM. Twice-exceptional students' use of metacognitive skills on a comprehension monitoring task Gifted Child Quarterly. 52: 3-18. DOI: 10.1177/0016986207311156 |
0.413 |
|
| 2008 |
Martini R, Shore BM. Pointing to parallels in ability-related differences in the use of metacognition in academic and psychomotor tasks Learning and Individual Differences. 18: 237-247. DOI: 10.1016/J.Lindif.2007.08.004 |
0.567 |
|
| 2005 |
Shore BM, Irving JA. 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. DOI: 10.1080/15332276.2005.11673056 |
0.304 |
|
| 2005 |
Tabatabai D, Shore BM. How experts and novices search the Web Library and Information Science Research. 27: 222-248. DOI: 10.1016/J.Lisr.2005.01.005 |
0.744 |
|
| 2004 |
Martini R, Wall AET, Shore BM. Metacognitive processes underlying psychomotor performance in children with differing psychomotor abilities Adapted Physical Activity Quarterly. 21: 248-268. DOI: 10.1123/Apaq.21.3.248 |
0.539 |
|
| 2002 |
Chiotis E, Chronopoulos C, Shore BM. The Canadian Contribution to Gifted Education: A Comparative Analysis of Prominent Themes Gifted and Talented International. 17: 22-30. DOI: 10.1080/15332276.2002.11672982 |
0.335 |
|
| 2001 |
Syer CA, Shore BM. Science Fairs: What Are the Sources of Help for Students and How Prevalent Is Cheating? School Science and Mathematics. 101: 206-220. DOI: 10.1111/J.1949-8594.2001.Tb18023.X |
0.401 |
|
| 2001 |
Sajjadi SH, Rejskind FG, Shore BM. Is Multipotentiality a Problem or Not? A New Look at the Data High Ability Studies. 12: 26-43. DOI: 10.1080/13598130124556 |
0.307 |
|
| 2000 |
Casey KM, Shore BM. Mentors’ contributions to gifted adolescents’ affective, social, and vocational development Roeper Review. 22: 227-230. DOI: 10.1080/02783190009554043 |
0.378 |
|
| 1999 |
Rysiew KJ, Shore BM, Leeb RT. Multipotentiality, giftedness, and career choice: A review Journal of Counseling and Development. 77: 423-430. DOI: 10.1002/J.1556-6676.1999.Tb02469.X |
0.321 |
|
| 1996 |
Shore BM, Lazar L. IQ-related differences in time allocation during problem solving Psychological Reports. 78: 848-850. DOI: 10.2466/Pr0.1996.78.3.848 |
0.308 |
|
| 1995 |
Kaizer C, Shore BM. RESEARCH NOTE Strategy Flexibility in More and Less Competent Students on Mathematical Word Problems Creativity Research Journal. 8: 77-82. DOI: 10.1207/S15326934Crj0801_6 |
0.349 |
|
| 1995 |
Hannah CL, Shore BM. Metacognition and High Intellectual Ability: Insights from the Study of Learning-Disabled Gifted Students Gifted Child Quarterly. 39: 95-109. DOI: 10.1177/001698629503900206 |
0.405 |
|
| 1995 |
Austin LB, Shore BM. Using concept mapping for assessment in physics Physics Education. 30: 41-45. DOI: 10.1088/0031-9120/30/1/009 |
0.332 |
|
| 1994 |
Rysiew KJ, Shore BM, Carson AD. Multipotentiality and Overchoice Syndrome: Clarifying Common Usage Gifted and Talented International. 9: 41-46. DOI: 10.1080/15332276.1994.11672792 |
0.302 |
|
| 1992 |
Bowen S, Shore BM, Cartwright GF. Do Gifted Children Use Computers Differently? A View from The Factory Gifted Education International. 8: 151-154. DOI: 10.1177/026142949200800306 |
0.381 |
|
| 1991 |
Dover A, Shore BM. Giftedness and Flexibility on a Mathematical Set-Breaking Task Gifted Child Quarterly. 35: 99-105. DOI: 10.1177/001698629103500209 |
0.327 |
|
| 1990 |
Shore BM, Pinker S, Bates M. Research as a model for university teaching Higher Education. 19: 21-35. DOI: 10.1007/Bf00142021 |
0.356 |
|
| 1987 |
Lajoie SP, Shore BM. Impulsivity, Reflectivity, and High IQ Gifted Education International. 4: 139-141. DOI: 10.1177/026142948700400304 |
0.334 |
|
| 1986 |
Lajoie SP, Shore BM. Intelligence: The Speed and Accuracy Tradeoff in High Aptitude Individuals Journal For the Education of the Gifted. 9: 85-104. DOI: 10.1177/016235328600900201 |
0.311 |
|
| 1986 |
Shore BM. Cognition and Giftedness: New Research Directions Gifted Child Quarterly. 30: 24-27. DOI: 10.1177/001698628603000105 |
0.346 |
|
| 1981 |
Shore BM. Gifted Children's Feelings about School and Themselves in Open and Open-Area Classes Journal For the Education of the Gifted. 4: 112-122. DOI: 10.1177/016235328100400207 |
0.373 |
|
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