Dr Elizabeth Nowicki

Associate Professor

Profile

I am an Associate Professor at the Faculty of Education and a former elementary school teacher. My graduate degrees include a doctorate in psychology and a master’s in educational psychology and special education.

I currently teach graduate courses in research methods and statistics, teaching children with exceptionalities, psychosocial aspects of schooling, and psycho-educational assessment.

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

Papers in Refereed Journals

Dare, A., Dare., L, & Nowicki, E.A. (2017). Concurrent Enrollment: Comparing how educators and students categorize students' motivations. Social Psychology of Education: An International Journal, 20(1), 195-213.

Lopata, J., Nowicki, E., & Joanisse, M. (2017). Creativity as a distinct mental state. Neuropsychologica, doi: 10.1016/j.neuropsychologia.2017.03.020

Nowicki, E.A., Brown, J.D. & Dare, L. (2017). Educators’ evaluations of children’s ideas on the social exclusion of classmates with intellectual and learning disabilities. Journal of Applied Research in Intellectual Disabilities. doi: 10.1111/jar.12356

Nowicki, E.A., & Lopata, J. (2017). Girls’ and boys’ implicit stereotypes about mathematics and reading ability. Social Psychology of Education: An International Journal, 20, 329-345.

Dare, L., Nowicki, E.A., & Felimban, H. (2016). Saudi children’s thoughts on the inclusion of classmates with learning difficulties. International Journal of Inclusive Education. doi: 10.1080/13603116.2016.1218948.

Felimban, Nowicki, E.A., Dare, L., & Brown, J. (2016). A comparison of Saudi and Canadian children’s knowledge of the causes of Learning Difficulties. British Journal of Special Education, 43(4), 394-415.

Dare, L., Smith, S., & Nowicki, E.A (2016). Parents’ experiences with their children’s grade-based acceleration: Struggles, successes, and subsequent needs. Australasion Journal of Gifted Education, 25, 6-21.

Oolup, C., Brown, J.D., Nowicki, E.A., & Aziz, D. (2015).  The emotional experience and expression of anger: Children’s perspectives. Child and Adolescent Social Work Journal.

Dare, L., & Nowicki, E. (2015). Twice-Exceptionality: Parents' Perspectives on 2e Identification. Roeper Review, 37, 208-218.

Dare, L., & Nowicki, E.A. (2015). "Conceptualizing concurrent enrollment: Why high-achieving students go for it". Gifted Child Quarterly, 59, 249-264.

Nowicki, E.A., & Brown, J. (2015). The social exclusion of schoolmates with learning and intellectual disabilities: A concept mapping approach. SAGE Research Methods Caseshttp://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 disabilities. Journal of Intellectual Disabilities Research, 58, 346-357.

Nowicki, E.A., Brown, J., & Stepien, M. (2014).  Children’s structured conceptualizations of 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.

Edmunds, A., McMillan, R., Specht, J., & Nowicki, E., Edmunds, G. (2010). 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

Graduate Supervision

Doctoral Dissertation Supervision

  • M. Coyne-Foresi (TBA)
  • Richardson, J. (in progress). Strategies for Socially Including Students with Disabilities: Secondary Student and Parental Perspectives
  • Dare, L. (in progress).   Acceleration in Inclusive Education: Educators’, Parents’, and Students’ Beliefs
  • Caldeira, M. (2016). Is Social Competence Achievable in Students with Autism? (formerly supervised by A. Edmunds)
  • Lopata, J. (2014). Creativity as a Mental State: An EEG Study of Musical Improvisation
  • Davidson, K. (2011). The Research to Practice Gap in the Identification and Instruction of Students at Risk for Reading Disabilities: Teachers’ Perspectives

Master’s Thesis Supervision

  • Edwards, K. (TBA)
  • Hiebert, N. (TBA)
  • Lau, Z. (in progress). Primary school student’s inclusion strategies.
  • King, M. (2017). Exploring High School Students' Ideas on the Social Exclusion of Peers with Learning Difficulties
  • Breckenridge, S. (2017). Inclusion Strategies of Adolescents with Siblings
  • Bond, K. (2017). ‘Anger is Very Ugly’: Evaluating the Anger Blanket Program
  • Kuhl, D. (2014). Voices Count: Insights into Dyscalculia from Those Who Live with It
  • Felimban, H. (2013). Elementary Students’ Beliefs About the Causes of Learning Difficulties in Canada and the Kingdom of Saudi Arabia: A Cross-Cultural Comparison
  • Dare, L. (2013). The Social Inclusion of Gifted Adolescents
  • Lopata, J. (2010). Using Concept Mapping to Explore the Antecedents of Bullying
  • Boyko, L. (2009). A Meta-analysis of Early Interventions for Behavioural Disorders
  • Juras, M. (2009). Teacher’s Perceptions of the Tribes Program: Effective Components and Social Competence of Students
  • Balilty, H. (2007). Play Interactions and Attitudes of Typically Developing Children and Children with Special Needs.
  • Mitchell, H. (2007). Kindergarteners’ Perceptions of Children with Communication Difficulties
  • McManus, T. (2007). Tribes: A Program Evaluation