Bruce M. Shore

Bruce M. Shore
McGill University | McGill · Educational and Counselling Psychology

BSc, MA, TchDip, PhD

About

234
Publications
97,680
Reads
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3,832
Citations
Introduction
As a licensed teacher and psychologist, my career included secondary-school mathematics teacher, professor of educational psychology, department chair, and President of the McGill Association of University Teachers. My research explores inquiry-based teaching and learning and exceptionally able students’ cognitive and social thinking.
Additional affiliations
January 1970 - present
McGill University
Position
  • Professor Emeritus
Education
September 1969 - June 1971
University of Calgary
Field of study
  • Educational Psychology
September 1965 - May 1966
Macdonald College of McGill University
Field of study
  • Teaching
September 1965 - May 1967
McGill University
Field of study
  • Education

Publications

Publications (234)
Article
This descriptive case study explored the presence of a community of inquiry among 4492 secondary learners enrolled in four asynchronous online discussion forums over a full year. The forums (Ethics and Philosophy, Reading, Astronomy and Space, and General Debates, among others not studied) were external to the students’ schools across England. The...
Article
Role diversification, the different roles participants adopt within collaborative or inquiry-based teaching and learning environments, is insufficiently understood. We observed two inquiry classroom groups, two teachers and eight students, in weekly visits over three months. Qualitative analysis of audiorecorded interactions, interviews, journals,...
Article
Full-text available
A convenience sample of 13 students aged 9–16 years participated in this exploratory phenomenological study of what high- and otherwise-achieving students’ expected they would experience when engaging in classroom group work. From questionnaire and interview data, students generally expected small group sizes, were divided about who forms groups, a...
Article
Full-text available
High-achieving students’ work-alone preference has been shown to be largely false and to depend on the learning context. However, the literature has not distinguished preferences from expectations, nor directly examined what students expect will occur in classroom group work. An attempt to systematically review group-work expectations yielded just...
Article
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The concept of giftedness has historically been shaped by theories of IQ, creativity, and expertise (including early conceptions of metacognition). These theories focus within the mind of the individual learner. Social, emotional, and motivational qualities of giftedness were treated as add-ons, not part of the core construct. This created misalign...
Article
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Beyond cognitive outcomes, inquiry instruction can have positive general and differentiated affective outcomes. In this exploratory study, teacher-nominated high- to low-average achievers in Grades 5 through 9 (N = 272, mean age 11.7 years), in classrooms exhibiting rare, occasional, and frequent inquiry qualities, were assessed on Csikszentmihalyi...
Article
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This study investigated 27 chemistry professors’ perceptions of learning in undergraduate education and their suggestions for adopting an inquiry-based pedagogical approach to teaching and learning. Semistructured interviews revealed that two thirds of participants perceived undergraduate learning in traditional ways such as the acquisition of basi...
Technical Report
Full-text available
This is a summary and bibliography of two decades of our research team's work on Inquiry in Education. Our team was based at McGill University, Concordia University, and Western Connecticut State University. The report lists research and general instruments, doctoral and master's theses, and work still in progress as of December 31, 2017.
Article
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This study investigated if and how a combined set of specially developed activities can help students change their approach to learning physics. These activities included (a) reflective-writing activities, (b) critique-writing activities, and (c) reflective write-pair-share activities combined with conceptual-conflict collaborative-group exercises....
Article
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Seventy-four students in three different Grade 9 classrooms of high-performing learners from the same suburban, comprehensive secondary school, completed a questionnaire focused on their preferences for a friend to stand by his or her position in case of a disagreement, to maintain their own position themselves, and to modify their own stance. Each...
Article
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This nonexperimental, exploratory, mixed-design study used questionnaires with 167 preservice secondary teachers to identify prior educational experiences associated with student-teachers’ inquiry understanding. Understanding was determined through content analysis then open coding of definitions of inquiry and descriptions of best-experienced inqu...
Article
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ABSTRACTSociocognitive theory [Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall; Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175?1184. doi:10.1037/0003-066x.44.9.1175; Bandura, A. (1991). Social cognitive theory of self-regulatio...
Article
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This review synthesized what the research tells us about teachers’ self-efficacy for the enactment of inquiry-based instruction in the classroom. We selected 33 empirical studies that met specific search criteria. Teachers with previous inquiry experiences, including the completion of inquiry-based methods courses in teacher-education and previous...
Article
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Quebec students have generally excelled in international mathematics comparisons and 22% performed in the top category, Level 6, on PISA in 2012. Several countries with more extensive gifted programs scored and ranked considerably lower and had smaller proportions achieving Level 6. Does this mean a general mathematics curriculum with such indices...
Article
Full-text available
This longitudinal study of six first-year teachers focused on conceptualizations of inquiry-based pedagogy, self-efficacy for inquiry-based teaching, and its actual enactment. Data included a self-report survey of self-efficacy for inquiry-based instruction, individual interviews at the beginning and end of the year, and five distributed classroom...
Article
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Inquiry engagement is a newly defined construct that represents the participation in carrying out practices of science and engineering to achieve learning outcomes and is influenced by learners’ personalities and teachers’ roles. Expectancy value theory posits that attainment values are important components of task values that, in turn, directly in...
Article
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Inquiry-based teaching and learning are rooted in social constructivism and are central to curricular reform. Role theory and social constructivism provided insight into a commonly observed but insufficiently understood phenomenon in inquiry. Within inquiry, role shifts have been described as the switching of roles between students and teachers; ho...
Article
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This collective case study describes instructional plans and observed inquiry-based instruction (IBI) in 16 undergraduate education teacher-preparation courses purposively sampled from instructors who said they did or did not take an IBI approach. Open coding and content analysis of interview transcripts, recordings of observed instruction, syllabi...
Article
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Inquiry-based instruction is common to nearly every model of gifted education. Six teachers of 14 secondary classes were briefly interviewed about their teaching and learning methods, use of inquiry-based strategies, classroom descriptions, a typical day, student expectations, and inquiry-instruction outcomes. A criterion-referenced checklist of 25...
Article
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There has been a longstanding assumption that gifted, high-ability, or high-performing students prefer working alone; however, this may not be true in every case. The current study expanded on this assumption to reveal more nuanced learning preferences of these students. Sixty-nine high-performing and community-school students in Grades 5 and 6 par...
Article
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Student outcomes of inquiry-based teaching and learning were explored through student-report. Participants were six teachers and their 181 students in grades 9 through 12. Classes were categorized by level of inquiry (least, middle, and most). A student-administered questionnaire assessed the extent to which the three groups experienced 23 potentia...
Article
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This research examined links among academic ability, social-perspective coordination, and friendship quality, within the context of gifted adolescents’ friendships. The sample consisted of 120 early adolescents (59 girls, 61 boys), 81 of whom were identified as gifted. Academic ability, sex, and grade significantly predicted social-perspective coor...
Chapter
Full-text available
This chapter overviews the articulation of inquiry in the three International Baccalaureate (IB) levels, Primary Years (ages 3�12), Middle Years (11�16), and the Diploma Program (16�18) that is widely accepted by universities for matriculation. It reviews inquiry-based instruction in the publicly available IB research literature. The IB advocates i...
Article
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Professors endorse a symbiotic relationship between research and teaching, but empirical evidence supporting this relationship is inconsistent. Many studies operationalized research and teaching too narrowly to detect the believed relationship. Semi-structured, in-depth interviews were conducted with 27 chemistry professors from a large research-in...
Book
ABOUT THIS BOOK In the sink-or-swim world of academia, a great graduate advising can be a lifesaver. But with university budgets shrinking and free time evaporating, advisors often need a mentor themselves to learn how to best support their advisees. Bruce M. Shore, an award-winning advisor with more than forty years of advising experience, is just...
Article
Full-text available
A number of characteristics are shared between attention-deficit hyperactivity disorder (ADHD) and gifted populations. They include issues with sustaining attention, following directions, and completing tasks. When an individual is both gifted and has ADHD (gifted–ADHD) he has unique educational needs that may put him at risk for underachievement....
Conference Paper
Full-text available
The purpose of this paper is to present a research-based compendium of Active Learning Electronic Resources and Tools (ALERTs) for Inquiry Active Learning (IAL) and their uses in Education in general, and in Science Education in particular. In this paper, we focus on tools and resources that can be used on tablet devices, such as the ipad. The inte...
Article
Full-text available
Participants included 112 Year 1 and 54 Year 4 undergraduate preservice teachers, 21 continuing education students, and 18 honors psychology students. The programs provided different exposure to inquiry. Groups were compared on the importance attributed to specific building blocks (strategic demands) of inquiry instruction and learning, and prescri...
Article
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Although an abundance of information exists concerning advantages and disadvantages of certain grouping arrangements with highly able students in classroom settings, little research has focused on gifted children’s parents’ and teachers’ opinions of group work. The present study explored potential differences between these opinions. Parents (n= 15)...
Chapter
Full-text available
The purpose of this paper is to present a research-based compendium of Active Learning Electronic Resources and Tools (ALERTs) for Inquiry Active Learning (IAL) and their uses in Education in general, and in Science Education in particular. In this paper, we focus on tools and resources that can be used on tablet devices, such as the ipad. The inte...
Article
Full-text available
This collaborative concept-mapping exercise was conducted in a second-year mathematics methods course. Teachers’ visual representations of their mathematical content and pedagogical knowledge provided insight into their understanding of how students learn mathematics. We collected 28 preservice student teachers’ concept maps and analyzed them by co...
Chapter
Full-text available
In this chapter, we address the teaching-research nexus in undergraduate education by presenting a range of initiatives for instructional improvement through activities that require integrated, individual, and collaborative efforts in and across disciplines. We present theoretical and practical arguments of the theory of social constructivism in su...
Article
Full-text available
Students and teachers engage in specific roles in classrooms, and within inquiry classrooms, these roles tend to be more varied compared to traditional settings. Teachers may take on traditional student roles including the role of learner, and students, for example, take on the additional role of question asker, traditionally reserved for the role...
Book
At what age should talent or giftedness be considered seriously? What happens when child prodigies grow up? What environmental characteristics are needed for talent to develop into genius? In this book, developmental, educational, cognitive, and professional psychologists find answers to these and explore other questions about the nature of creativ...
Article
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Objectives: To explore the self-defined knowledge requirements of medical educators who had authored virtual patient cases, to examine their perceptions about the actual authoring or development process, and to then compare these responses with available literature on this subject. Methods: Qualitative data from semi-structured interviews were anal...
Conference Paper
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There are important problems for students entering gateway science courses such as the language and epistemology of science are akin to a foreign culture. For many students in the introductory gateway course, although individual words are understandable, the sentences appear to take the form of an unknown language. A second major problem is that st...
Article
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Tools are needed to track the elements of students’ successful engagement in inquiry. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) is a 79-item, criterion-referenced, learner-focused questionnaire anchored in Schön’s model and related models of self-regulated learning. The MSDIQ addresses three phases of inquiry engagement—planning...
Article
Full-text available
Curricular reform efforts are underway in many countries, focused on adopting inquiry-based approaches to teaching and learning. Therefore, it is increasingly important to understand what outcomes students attain in inquiry environments. Derived from a literature review, a 23-item, criterion-referenced inventory is presented for theoretically impli...
Article
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The social and cognitive phenomena associated with theory of mind (ToM) and research on the social and cognitive qualities of giftedness have not been sufficiently connected. The common focus areas for ToM researchers (e.g., false-belief understanding, deception, and autism) should be of interest to gifted education research because these are inter...
Article
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Gifted students' preference to work alone is widely espoused, but studies vary widely in their explanations. We re-examined this notion in terms of motivation and social constructivism among 247 school-identified gifted and high-achieving and regular-education students in Grades 4 through 12. Survey data assessed learning style, interests, preferre...
Article
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This review summarizes the lack of research regarding the learning preferences of gifted individuals. Through the topic of cooperative and collaborative learning, the need for refinement of definitions and expanded methodologies is identified. Past research has narrowly focused on only one or two variables of interest, has often ignored contextual...
Article
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This study investigates attitudes toward disability held by children with disabilities and average- and high-achieving children, and the latter two groups' experiences in inclusive elementary classrooms. Attitudes Toward Disabled Persons Form-Scale (ATDP; Yuker, Block, & Young, 1966) responses did not differ. Females were more accepting. Children e...
Article
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Innovation is a cornerstone of the success of our global society and it is required to generate solutions to today's challenges. Students will benet from classrooms that encourage creative thought and innovative self-directed projects. Inquiry is an instructional approach that fosters creativity and divergent thinking. This paper elaborates on one...
Article
Full-text available
Contemporary curricular reform efforts are underway in many countries toward adopting and implementing inquiry-based approaches to teaching and learning on a provincial and national level. Buzzwords associated with inquiry-based pedagogy have been used to express similar ideas in bilingual educational communities, but rarely with a direct one-to-on...
Article
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Of students who enroll in 4-year universities, 25% never finish. Precipitating causes of early departure include poor academic progress and lack of clear goals and motivation. In the present study, we investigated whether an intensive, online, written, goal-setting program for struggling students would have positive effects on academic achievement....
Article
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Although underachieving gifted students have been largely ignored in empirical research, there has been a modest surge of interest in describing and “treating” this population in recent years. It is estimated that nearly half of gifted youth achieve significantly below their potential. In the realm of school psychology, gifted children have special...
Article
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For some three decades psychologists and educators have been working with incomplete or outdated ideas of what constitutes giftedness. Conceptual leadership in the field has moved from a definition based on IQ to expertise- and cognitive science-based definitions. Practice lags behind. Similarly, curriculum concepts are changing to foci based on th...
Article
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Virtual patient cases are an increasingly utilized and compelling pedagogical strategy for medical education informatics. They provide educators with the opportunity to develop richly layered, multidimensional teaching situations for their learners. However, 'virtual patients are notoriously difficult to author, adapt and exchange' (MedBiquitous Vi...
Article
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Calls for increased collaborative practices in school psychology parallel similar advances in the realm of health care. This article overviews the concepts associated with collaborative practice in school psychology and in health care (e.g., interaction, teamwork, and collaboration) and discusses how the literature emerging from interprofessional p...
Article
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Competitive goal orientations were rated by self, peers, and teachers for 38 gifted- and 38 regular-program, same-sex, friendship dyads (19 female and 19 male) from grades 7 and 8 (N = 152). Gifted dyads were reassessed on friendship quality and stability at the end of the school year and after the summer. Gifted students were more task-oriented an...
Article
Full-text available
Literacy definitions, the growth of inquiry literacy in science education, and the developmental nature of inquiry literacy within learners' experiences in diverse content domains are outlined. Classroom-based vignettes illustrate elements of inquiry literacy in science, social studies, and mathematics. A preliminary list of qualities of student in...
Chapter
Full-text available
Examining the cognitive psychological concept of metacognition in gifted children and adolescents illuminates the link between childhood giftedness and adult expertise, helping us to understand the ways very able children and adults think and solve problems. This chapter summarizes research on metacognition – the explicit awareness and conscious ma...