Kanevsky, L. (submitted).  Ability-related differences in contexts gifted and high ability students prefer when working alone or with others on a challenging project.  Gifted Child Quarterly.

Kanevsky, L. (accepted).  Principle 4: Learning is based on context, so generalizing learning to new contexts is not spontaneous but instead needs to be facilitated. In Top 20 principles from psychology for PreK-12 gifted education, by M. Makel,  P. Olszewski-Kubilius, R. Subotnik, & J. Plucker (Eds.).  Washington, DC: American Psychological Association.

Kanevsky, L., Xin, C., & Ram, I.  (2016).  An investigation of students’ annotations and interactions in online discussions of assigned readings in a blended course.  Collected Essays on Learning and Teaching, IX, 69-82.

Kanevsky, L. (2015).  Do high ability learners enjoy learning alone or in groups?  It depends….  International Journal of Special Education, 30(2), 32–43.

Kanevsky, L., & Clelland, D. (2013). Accelerating gifted students in Canada: Policies and possibilities. Canadian Journal of Education, 36(3), 229–271.

Kanevsky, L. S. (2011). A survey of educational acceleration practices in Canada. Canadian Journal of Education. 34(3), 153–180.

Kanevsky, L. S. (2011). Deferential differentiation: What types of differentiation do students want?  Gifted Child Quarterly, 55(4), 279–299.

Kanevsky, L. S., Frankiser, L., & Corke, M. (2008). The academic resilience and psychosocial characteristics of inner city English learners participating in a museum-based school program. Education and Urban Society, 40(4), 452–475.

Kanevsky, L. S., & Geake, J.  (2005). Validating a multifactor model of learning potential with gifted students and their peers. Journal for the Education of the Gifted, 28(2), 192–217.

Kanevsky, L. & Keighley, T. (2003). To produce or not to produce: Understanding boredom and the honor in underachievement. Roeper Review, 26(1), 20–28.

Sheppard, S., & Kanevsky, L. S. (1999). Nurturing gifted students’ metacognitive awareness: Effects of training in homogeneous and heterogeneous classes. Roeper Review, 21(4), 266–272.

LeMaistre, C., & Kanevsky, L. S. (1997). Factors influencing the realization of exceptional mathematical ability in girls: An analysis of the research. High Ability Studies, 8, 31–46.

Hughes, W., Kooy, M., & Kanevsky, L. (1997). Dialogic reflection and journaling. The Clearing House: A Journal of Educational Research, Controversy, and Practices, 70(4), 187–190.

Kooy, M., & Kanevsky, L. S. (1996). Making meaning from assigned readings: A process for using the triple-entry notebook in teacher education. Teaching Education, 8(1), 45–54.

Kanevsky, L. S. (1995). Learning potentials of gifted students. Roeper Review, 17(3), 157–163.