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:
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.
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.