Dr Elizabeth Nowicki

Associate Professor

Profile

BRIEF DESCRIPTION OF MY AREAS OF INTEREST AND RESEARCH

I am an Associate Professor at the Faculty of Education, and a member of the Ontario College of Teachers. My graduate degrees include a doctorate in psychology and a master’s in educational psychology and special education. I teach graduate courses in research methods and statistics, exceptional children, psychosocial aspects of schooling, and psych-educational assessment. I also teach preservice courses in educational psychology and special education.

My research interests are drawn from educational, developmental, and social psychology. Current research focuses on children’s understanding of social interactions at school, implicit and explicit attitudes about ability and gender, and children’s views on social inclusion and exclusion. I use quantitative, qualitative and mixed methods approaches.

For more information on Professor Nowicki, go to:

Expertise Areas

Research

http://www.inclusiveeducationresearch.ca/

One Pagers


Short Videos

A Kid Way

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Recent Publications

Nowicki, E.A., & Lopata, J. (in press). Girls’ and boys’ implicit stereotypes about mathematics and reading ability. Social Psychology of Education.

Dare, L., & Nowicki, E. (in press). Twice-exceptionality: Parents' perspectives on 2e identification. Roeper Review

Dare, L., & Nowicki, E.A. (in press). Conceptualizing concurrent enrollment: Why high-achieving students go for it. Gifted Child Quarterly.

Nowicki, E.A., & Brown, J. (2015). The social exclusion of schoolmates with learning and intellectual disabilities: A concept mapping approach. SAGE Research Methods Series.
http://dx.doi.org/10.4135/978144627305014556084

Lopata, J., & Nowicki, E.A. (2014). Using concept mapping to explore preservice teachers’ knowledge of the antecedents to bullying. Canadian Journal of Education, 37, 1-25.

Nowicki, E.A., Brown, J., & Stepien, M. (2014). Children’s thoughts on the social exclusion of peers with intellectual or learning difficulties. Journal of Intellectual Disabilities Research, 58, 346-357.

Nowicki, E.A., Brown, J., & Stepien, M. (2014). Children’s structured conceptualizations of their beliefs on the causes of learning difficulties. Journal of Mixed Methods Research, 8, 69-82.

Nowicki, E.A. & Brown, J. (2013). ‘A kid way’: Strategies for including classmates who find learning difficult. Intellectual and Developmental Disabilities, 51, 253-262.

Davidson, K., & Nowicki, E.A. (2013). An exploration of the utility of a knowledge utilization framework to study the gap between reading disabilities research and practice. Alberta Journal of Educational Research, 53, 330-349.

Nowicki, E.A. (2012). Intergroup evaluations and norms about learning ability. Social Development, 20, 1-17.

Nowicki, E.A., & Samuels, B. (2010). Facilitating positive perceptions of exceptional students. In A. Edmunds & R. MacMillan (Eds.), Leadership to Inclusion: A Practical Guide. London, UK: Sense Publishers.

Edmunds, A. L., Macmillan, R.B., Nowicki, E., Specht, J., & Edmunds, G.A. (2010). Principals and inclusive schools: Insight into practice. In A. Edmunds & R. MacMillan (Eds.), Leadership for inclusion: A practical guide. Rotterdam, The Netherlands: Sense Publishers.

Edmunds, A., McMillan, R., Specht, J., & Nowicki, E., Edmunds, G. (2009). Principals and inclusive schools: Insight into practice. Journal of Educational Administration and Foundation, 20, 1-23.

Leschied, A., Chiodo, D., Nowicki, E., & Rodger, S., (2008). Childhood predictors of adult criminality: A meta-analysis drawn from the prospective longitudinal literature. The Canadian Journal of Criminology and Criminal Justice, 50, 435-467.

Nowicki, E.A. (2008). The interaction of attitudes toward racial membership and learning ability in school-age children, Educational Psychology, 28, 229-244.

Nowicki, E.A. (2007). Children’s beliefs about learning and physical difficulties. International Journal of Disability, Development, and Education, 54, 463-473.

Nowicki, E.A. (2006). Children’s cognitions, behavioural intent, and affect toward girls and boys of lower or higher learning ability. Learning Disabilities: A Contemporary Journal, 4, 43-57.

Nowicki, E.A. (2006). A cross-sectional multivariate analysis of children’s attitudes towards disabilities. Journal of Intellectual Disability Research, 50, 335-348.

Nowicki, E.A. (2005). Understanding children’s perceptions of intellectual and physical disabilities: Attitudes, knowledge and social cognition. Exceptionality Education Canada, 15, 21-39.

Nowicki ,E.A. (2003). A meta-analysis of the social competence of children with learning disabilities in inclusive classrooms: Comparisons with average to high and low achieving classmates. Learning Disability Quarterly, 26(3), 171-188.

Nowicki, E.A., & Sandieson, R. (2002). A meta-analysis of children=s attitudes toward individuals with learning and physical difficulties. International Journal of Disability, Development, and Education, 49, 243-265.

Nowicki, E.A. & Sandieson, R. (2000). Including peers with developmental disabilities: Adolescents= strategies and attitudes. Exceptionality Education Canada, 9, 3-15.

Teaching and Supervision

Educational Psychology/Special Education

Graduate Student Theses/Directed Research Projects in Chronological Order:

Doctoral Supervision

  • Lynn Dare (in progress). Topic: Acceleration of high ability learners
  • Jennifer Richardson (in progress). Topic: Social inclusion and exclusion of students with and without disabilities
  • Monica Caldeira (in progress). Is Social Success Achievable in Students with Autism?
  • Joel Lopata (2014). Creativity as a Mental State: An EEG Study of Musical Improvisation
  • Katherine Davidson (2011). The Research to Practice Gap in the Identification and Instruction of Students at Risk for Reading Disabilities: Teachers' Perspectives

Master's Supervision

  • Bond, K. (in progress). Topic: Program evaluation of an anger management program for Grade 3 students. [Thesis]
  • Diana Kuhl (2014). Voices Count: Insights into Dyscalculia from Those Who Live with It [Co-supervised with Dr. Wayne Martino] [Thesis]
  • Felimban, H. (2013). Elementary Students’ Beliefs About the Causes of Learning Difficulties in Canada and the Kingdom of Saudi Arabia: A Cross-Cultural Comparison [Thesis]
  • Dare, L. (2013). The Social Inclusion of Gifted Adolescents [Thesis]
  • Lopata, J. (2010). Using Concept Mapping to Explore the Antecedents of Bullying [Thesis]
  • Delorme, S. (2010). Children’s Beliefs About the Causes of Learning Difficulties [DRP]
  • Schmaltz, J. (2010). Elementary Administrators Creating the Inclusive Environment: Practical Methods to Create an Inclusive Environment for All Exceptional Students [DRP]
  • Kessler, N. (2010). Children’s Attitudes and Group Norms Towards Classmates of Lower and Higher Ability
  • Boyko, L. (2009). A Meta-analysis of Early Interventions for Behavioural Disorders [Thesis]
  • Allegretti, M. (2009). An Employer Handbook: Hiring People with Psychiatric Disabilities [DRP]
  • Mantler, K. (2009). How Can Alternative Assessments Enhance the Quality of Individual Education Plans? [DRP]
  • Juras, M. (2009). Teacher’s Perceptions of the Tribes Program: Effective Components and Social Competence of Students [Thesis]
  • Gilbert, L. (2008). The Link Between Social Skills and Academic Success: Literature Review and Handbook [DRP]
  • Balilty, H (2007). Play Interactions and Attitudes of Typically Developing Children and Children with Special Needs [Thesis]
  • Lewis, J. (2007). Assessment and Evaluation in Elementary Schools: Current Practices and Future Directions [DRP]
  • McManus, T. (2007). Tribes: A Program Evaluation of Effectiveness of Promoting Inclusive Attitudes and Practices [Thesis]
  • Mitchell, H. (2007). Kindergarteners’ Perceptions of Children with Communication Difficulties [Thesis]
  • Payne, J. (2005). Affirmation of Ability Among Gifted/LD Adolescents: A Qualitative Study [DRP]

Courses Taught

  • Psychosocial Aspects of Schooling (Graduate)
  • Introduction to Teaching Students with Exceptionalities (Graduate)
  • Advanced Quantitative Research Methods (Graduate)
  • Theories of Education (Graduate)
  • Doctoral Seminar in Theories and Research Methods in Education (Graduate)
  • Assessment in Regular and Special Education (Graduate)
  • Statistics in Education (Graduate)
  • Gifted and Talented Students (Graduate)
  • Educational Psychology and Special Education (Preservice)