ABC supports Canadian researchers in high-ability studies (gifted education). Below we list articles and books by Canadian authors. Although most research articles are copyright protected, many authors can provide a copy of the complete article if you contact them directly.
Foster, Joanne (2015) Not Now, Maybe Later: Helping Children Overcome Procrastination (Great Potential Press)
Dare, L., & Nowicki, E.A. (2015). A Puzzling Paradox: Twice-exceptional students hidden in our classrooms. Education Canada. 55(3), 49-51.
Some students who are very bright also have difficulty learning – they are twice-exceptional. They are sometimes hidden in our classrooms because their abilities and difficulties may conceal each other. These students have great potential. As educators, we can help them experience success by supporting their academic, social, and emotional needs. In this article, we describe twice exceptionality and suggest ways to help twice-exceptional students navigate school.
Dare, L., & Nowicki, E.A. (2015). Conceptualizing concurrent enrollment: Why high-achieving students go for it. Gifted Child Quarterly. 59(4), 249-264. doi: 10.1177/0016986215597749
Research shows that carefully planned acceleration offers academic benefits with little social or emotional risk to high-ability learners. However, acceleration is underutilized and little is known about students’ motivations to accelerate. In this study, 21 high-ability high school students in Grades 11 and 12 took part in a structured conceptualization exercise that revealed why they chose to concurrently enroll in university courses. Participants brainstormed responses to a focus prompt, then structured the data by sorting and rating their responses. The structured data were analyzed using multidimensional scaling and hierarchical cluster analysis to produce a cluster map of participants’ motivations. In order of importance, key concepts included (a) university preparation, (b) demonstrating initiative, (c) getting ahead, (d) love of learning, (e) self-fulfillment, (f) seeking challenge, and (g) socializing. The key concepts were examined within a self-determination theory framework. Study findings provide a deeper understanding of high-achieving students’ views on concurrent enrollment. Educational and research implications are discussed.
Dare, L., & Nowicki, E.A. (2015). Twice-exceptionality: Parents’ perspectives on 2e identification. Roeper Review. 37(4), 208-218. doi:10.1080/02783193.2015.1077911
Twice-exceptional students have high abilities and coexisting learning difficulties. Abilities and difficulties tend to mask each other, and these underidentified students often struggle in school and express their frustrations at home. However, few studies have examined how parents experience the identification of their children’s multiple exceptionalities. In this study, we used purposeful maximum variation sampling and interviewed parents of twice-exceptional children who were identified with attention issues, learning disabilities, autism spectrum disorder, and emotional/behavioral disorder. We illustrate parents’ experiences through member-checked vignettes. The results show unique experiences as well as commonalities among parents of twice-exceptional students. We conclude that parents play a critical advocacy role for their twice-exceptional children, yet they need support to fulfill this role.
Matthews, Dona and Foster, Joanne (2014). Beyond Intelligence: Secrets for Raising Happily Productive Kids (House of Anansi Press)
Willard-Holt, C., Weber, J., Morrison, K. L., & Horgan, J. (2013). Twice-exceptional learners' perspectives on effective learning strategies. Gifted Child Quarterly, 57(4), 247.
This mixed-methods study investigates the perspectives of twice-exceptional students on learning strategies that have been recommended for them in the literature. Have the strategies recommended in the literature been implemented? Do students perceive the strategies to be beneficial in helping them learn? Participants represented a broad range of coexisting exceptionalities and ranged in age from 10 to 23 years. While mainly qualitative, this study was informed by a survey adapted from the Possibilities for Learning survey. Qualitative in-depth interviews provided rich descriptions of which learning strategies were facilitators and barriers. Findings indicated that participants perceived that their overall school experiences failed to assist them in learning to their potential, although they were able to use their strengths to circumvent their weaknesses. Implications for teachers included allowing twice-exceptional learners more ownership over their learning and more choice and flexibility in topic, method of learning, assessment, pace, and implementation of group collaboration.
Policy documents related to gifted education and 18 forms of accelerated learning prac-tices were collected from all Canadian provinces and territories. Where they were found, policies continue to be permissive and flexible. Explicit support for gifted education and acceleration was strongest in Alberta, British Columbia, New Brunswick, and Nova Scotia, provinces with categorical orientations to exceptional learners. Additional oppor-tunities to advance learners also existed in these and all jurisdictions because potentiallyaccelerative practices were supported, such as correspondence courses and mentoring. In order to address the needs of students who know more and learn more quickly than their peers, intentional, flexible interpretation, and implementation of permissive policies are becoming increasingly important as jurisdictions’ philosophies and documentation in special education become less categorical and more inclusive.
A nationwide survey of Canadian school districts was undertaken to determine the extent to which 18 forms of acceleration were permitted and practiced. Of the high enrollment provinces,BC school districts’ participation rates were highest in the most types of acceleration. Asurprising number of districts did not allow some forms of acceleration.In most provinces andterritories,options that emphasize engaging quick learners in advanced content were more often permitted than those that involved placing accelerants with older students, but the forms mostoften implemented included both content- and grade-based options. Québec was the exceptionwhere school districts preferred grade-based options
Porath, M. (2006). The conceptual underpinnings of giftedness: developmental and educational implications. High Ability Studies, 17(2), 145-158.
This paper describes a developmental psychological approach to understanding giftedness. A theoretical model of exceptional expertise is used to frame our understanding of how gifted children's conceptual knowledge develops in a variety of domains and how the interplay of this conceptual knowledge with domain‐specific skills results in rich, elaborate thinking. This model provides a ‘design for development’ of giftedness in a variety of domains.
Taylor, M.L. & Porath, M. (2006). Reflections on the International Baccalaureate Program: Graduates’ Perspectives. Journal of Advanced Academics.
This paper presents the results of a survey administered during the spring of 2005. At this time, graduates of the International Baccalaureate (IB) Program from two public schools in a large city in British Columbia, Canada, were asked to respond to 20 statements on a 4-point Likert-type scale, and to 7 open-ended questions. Graduates from the years 1996 and 2000 were selected. At the time of this survey, many of the graduates of 2000 were just finishing their undergraduate postsecondary programs, and the graduates of 1996 were settling into their chosen careers. Both groups were in a position to reflect on their experiences while they were in the program, and also to analyze the benefits of IB, if any, that they experienced during their postsecondary studies. Overall, graduates reported positive experiences in the program. They felt that the rich curriculum to which they were exposed, and the critical thinking and time management skills that they developed, were well worth the extra effort required to earn an IB diploma. Furthermore, they felt that the IB experience prepared them well for postsecondary studies.