Elizabeth A Nowicki
Biographic Data
| ID | 6767974 |
|---|---|
| NAME | Elizabeth A Nowicki |
| GIVEN NAMES | Elizabeth A |
| FAMILY NAME | Nowicki |
| SIGNATURE | NOWICKI E A |
| AFFILIATIONS | Western University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
How students conceptualize grade‐based acceleration in inclusive settings
Despite extensive research supporting educational acceleration for students with high academic ability, some psychologists, counselors, and educators express concerns about accelerative interventions. Such concerns often hinge on uncertainty about social acceptance, even in inclusive education settings. Research on acceleration has consistently shown benefits for students with high ability; however, there is a lack of research about grade‐based a…
Children’s implicit and explicit gender stereotypes about mathematics and reading ability
Children’s Structured Conceptualizations of Their Beliefs on the Causes of Learning Difficulties
Elementary school children between 9 and 12 years of age were interviewed on what they believed to be the causes of learning difficulties and were invited to take part in the analysis of the data. We achieved this with Trochim’s concept mapping approach that combines qualitative and quantitative data analyses. Study results indicated that children were more knowledgeable than expected. Although each participant gave relatively few ideas, they col…
Intergroup Evaluations and Norms about Learning Ability
Children's evaluations of classmates with learning difficulties tend to be less positive than their evaluations of classmates without learning difficulties; but it is not clear if these evaluations are associated with age, group norms, and group identification. These associations were examined within the context of inclusive elementary school classrooms. Participants (N = 192) were asked about their attitudes and their peers' attitudes towards ch…
Children’s implicit and explicit gender stereotypes about mathematics and reading ability
Children’s Structured Conceptualizations of Their Beliefs on the Causes of Learning Difficulties
Elementary school children between 9 and 12 years of age were interviewed on what they believed to be the causes of learning difficulties and were invited to take part in the analysis of the data. We achieved this with Trochim’s concept mapping approach that combines qualitative and quantitative data analyses. Study results indicated that children were more knowledgeable than expected. Although each participant gave relatively few ideas, they col…
Intergroup Evaluations and Norms about Learning Ability
Children's evaluations of classmates with learning difficulties tend to be less positive than their evaluations of classmates without learning difficulties; but it is not clear if these evaluations are associated with age, group norms, and group identification. These associations were examined within the context of inclusive elementary school classrooms. Participants (N = 192) were asked about their attitudes and their peers' attitudes towards ch…
Intergroup Evaluations and Norms about Learning Ability
Children's evaluations of classmates with learning difficulties tend to be less positive than their evaluations of classmates without learning difficulties; but it is not clear if these evaluations are associated with age, group norms, and group identification. These associations were examined within the context of inclusive elementary school classrooms. Participants (N = 192) were asked about their attitudes and their peers' attitudes towards ch…
Children’s Structured Conceptualizations of Their Beliefs on the Causes of Learning Difficulties
Elementary school children between 9 and 12 years of age were interviewed on what they believed to be the causes of learning difficulties and were invited to take part in the analysis of the data. We achieved this with Trochim’s concept mapping approach that combines qualitative and quantitative data analyses. Study results indicated that children were more knowledgeable than expected. Although each participant gave relatively few ideas, they col…
Children’s implicit and explicit gender stereotypes about mathematics and reading ability
How students conceptualize grade‐based acceleration in inclusive settings
Despite extensive research supporting educational acceleration for students with high academic ability, some psychologists, counselors, and educators express concerns about accelerative interventions. Such concerns often hinge on uncertainty about social acceptance, even in inclusive education settings. Research on acceleration has consistently shown benefits for students with high ability; however, there is a lack of research about grade‐based a…
Psychology (4 works) · Developmental psychology (3 works) · Computer Science (2 works) · Mathematics education (2 works) · Social Psychology (2 works) · Social Psychology (2 works) · Acceleration (1 work) · Artificial Intelligence (1 work) · Cluster (spacecraft) (1 work) · Cluster grouping (1 work)