捆绑SM社区

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.).听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鈥� expectations of classroom group work: An exploratory empirical study. Roeper Review, 41, 166-184.

Williams, J. M., Cera Guy, J. N. M. T., & Shore, B. M. (2019). High-achieving students鈥� expectations about what happens in classroom group work: A review of contributing research. Roeper Review, 41,156-165.

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.) .

Borovay, L. A., Shore, B. M., Caccese, C., Yang, E., & Hua, O.听(2019). Flow, achievement level, and inquiry-based learning. Journal of Advanced Academics, 30,74-106.

Chichekian, T., Hua, O., & Shore, B. M. (2018). Chemistry professors鈥� perceptions of undergraduate learning. Canadian Journal for the Scholarship of Teaching and Learning/La revue canadienne sur l鈥檃vancement des connaissances en enseignement et en apprentissage, 9(1), Article 3, 14 pp. Retrieved from

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鈥� 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鈥檚 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鈥� roles, students鈥� personalities, inquiry learning outcomes, and practices of science and engineering: Development and validation of the 捆绑SM社区 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.

Aulls, M. W., Tabatabai, D., & Shore, B. M.(2016). What makes inquiry stick? The quality of preservice teachers鈥� 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 捆绑SM社区 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鈥� self-efficacy for inquiry-based instruction. Cogent Education, 3,1-19.

Chichekian, T., Shore, B. M., & Tabatabai, D.(2016). First-year teachers鈥� 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.

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.听(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. (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.听Gifted Education International, 30(1). 74-86. doi:10.1177/0261429412447709

Hua, O., & Shore, B. M. (2014). Chemistry professors鈥� 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鈥� knowledge in the teaching and learning of mathematics.听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 鈥渢o do鈥� and learning 鈥渁bout鈥� 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,听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 捆绑SM社区 Strategic Demands of Inquiry Questionnaire.听International Journal of Science and Mathematics Education, 10,听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.听Journal of Advanced Academics, 25,听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,听175-182. doi: 10.5116/ijme.5038.a1e1

Litvack, M. S., Ritchie, K. C., & Shore, B. M. (2011). High- and average-achieving students鈥� perceptions of disabilities and of students with disabilities in inclusive classrooms.听Exceptional Children, 77,听474-487.

Chichekian, T., Savard, A., & Shore, B. M. (2011). The languages of inquiry: An English-French lexicon of inquiry terminology in education.听LEARNing Landscapes, 4(2), 93-109. (available on-line at )

Walker, C. L., & Shore, B. M. (2011). Theory of mind and giftedness: New connections.听Journal for the Education of the Gifted, 34,听644-668.

Morisano, D., & Shore, B. M. (2010). Can personal goal setting tap the potential of the gifted underachiever?听Roeper Review, 32,听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.听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.听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.听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.

Shore, B. M. (2014).听The graduate advisor handbook: A student-centered approach.听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).听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.

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听(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听(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.听(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听handbook of giftedness and talent(pp. 39-54). Washington, DC: American Psychological Association. 鈥� (Published in September, 2017.)

Chichekian, T., & Shore, B. M. (2017). Challenges to conducting a longitudinal study with classroom observations of teachers鈥� first year of professional practice. In B. Flett (Ed.), SAGE research methods cases--Education. London, England: SAGE Online Library Products.

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听(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. Ta艧ar (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.),听Cases on quality teaching practices in higher education听(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.),听How dogmatic beliefs harm creativity and higher-level thinking听(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听(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.),听The Routledge international companion to gifted education听(pp. 176-182 plus references). London, England: Routledge.

Linn, B., & Shore, B. M. (2008). Critical thinking. In J. A. Plucker & C. M. Callahan (Eds.),听Critical issues and practices in gifted education: What the research says听(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.),听Inquiry in education: Overcoming barriers to successful implementation听(pp. 149-164). New York, NY: Erlbaum (Routledge).

Manconi, L., Aulls, M. W., & Shore, B. M. (2008). Teachers鈥� use and understanding of strategy in inquiry instruction. In B. M. Shore, M. W. Aulls, & M. A. B. Delcourt (Eds.),听Inquiry in education: Overcoming barriers to successful implementation听(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.),听Inquiry in education: Overcoming barriers to successful implementation听(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.