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Tanya Chichekian holds a PhD (2014) in Educational Psychology (Learning Sciences stream) from McGill University. She was the PhD recipient of the Walter A. and K. Mary Marsh fellowship in Teaching and Learning, received a Recognition Award for Research on Teacher Education by the Canadian Association for Teacher Education (CATE), as well as the Jenkes Convocation Prize for the Outstanding Dissertation in the Social Sciences and Humanities. Her research interests include mathematics and science education, high-ability learners鈥� cognitive characteristics, inquiry-based teaching and learning, as well as academic motivation, passion, and persistence. Tanya鈥檚 currently pursuing a postdoctoral fellowship at UQAM in the social psychology department.

Publications

• Chichekian, T., & Shore, B. M. (under review). Challenges to conducting a longitudinal study with classroom observations of teachers鈥� first year of professional practice. SAGE research methods cases in education. London, England: Sage. Invited 2016, August 23.
• 聽Chichekian, T., & Shore, B. M. (accepted). 聽Hold Firm: High Ability Learners Value Standing One鈥檚 Ground in Disagreements with a Friend. Submitted to Journal for the Education of the Gifted.
• Chichekian, T., & Shore, B. M. (in press).聽 Preservice and practicing teachers鈥� self-efficacy: A research synthesis. Cogent Education. doi:10.1080/2331186X.2016.1236872
• Chichekian, T., & Shore, B. M., & Tabtabai, D. (2016).聽 First-year teachers鈥� uphill struggle to implement inquiry instruction: Exploring the interplay among self-efficacy, conceptualizations, and classroom observations of inquiry enactment. Submitted to Sage Open.
• Syer, C. A., Chichekian, T., Shore, B. M., & Aulls, M. W. (2012). Learning 鈥渢o do鈥� and learning 鈥渁bout鈥� inquiry at the same time: Different outcomes in valuing the importance of various intellectual tasks in planning, enacting, and evaluating an inquiry curriculum. Instructional Science, 41(3), 521-537.
• Shore, B. M., Chichekian, T., Gyles, P. D. T., & Walker, C. L. (in preparation). Friendships of gifted children and youth (working title). In B. Wallace, J. Senior, & D. Sisk (Eds.), SAGE handbook of gifted education. London, England: Sage. Invited 2016 August 14 (scheduled for 2018).
• Chichekian, T., & Shore, B. M. (2014). The International Baccalaureate: Contributing to the use of inquiry in higher education teaching and learning. Invited chapter in J. M. Carfora & P. Blessinger (Eds.), Inquiry-based learning for faculty and institutional development: A conceptual and practical resource for educators (Vol. 1 in the series, Innovations in Higher Education Teaching and Learning, series editor P. Blessinger.) Bingley, England: Emerald.
• Chichekian, T., Hua, O., & Shore, B. M. (2013). Inquiring minds in undergraduate instruction: An expression of the teaching-research nexus. Invited chapter in D. J. Salter (Ed.), Cases on quality teaching practices in higher education (pp. 146-180). Hershey, PA: Information Science Reference (IGI Global). ISBN: 978-1-4666-3661-3. doi:10.4018/978-1-4666-3661-3.ch010
• Chichekian, T., & Shore, B. M. (2013). Cognitive characteristics of the gifted: Reconceptualized in the context of inquiry learning and teaching. Invited chapter in J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (2nd ed.). Waco, TX: Prufrock Press.

Education

• Educational Psychology (Learning Sciences stream) from McGill University
• PhD recipient of the Walter A. and K. Mary Marsh fellow