Kanevsky, L. (Novmeber, 2016) They don’t prefer to work alone! Conditions under which high-ability students and their peers prefer to work together or alone. 63^rd NAGC Annual Convention, Orlando, FL.

Kronberg, C., & Kanevsky, L. (October, 2016) Beginning to learn and live with formative assessment. Annual conference for Middle Level Education, Austin, TX.

Howarth, P., & Kanevsky, L. (June, 2016). Post-pre assessment of the effectiveness of a two-year graduate diploma program in Arts Education.  Canadian Society for Studies in Education, Calgary, Alberta.

Kanevsky, L., & Amundsen, C. (June, 2016). Supporting instructors’ efforts to assess the impact of new course designs or re-designs. Canadian Society for Studies in Higher Education, Calgary, Alberta.

Kanevsky, L. (November, 2015). Do gifted students' preferences related to working alone and in groups differ depending on their gender and age?
  National Association for Gifted Children, Phoenix, AZ.

Amundsen, C., Kanevsky, L., & McLean, A. (October, 2015).  A multi-level assessment framework for a grants program supporting teaching inquiry:  Looking beyond the impact of individual projects.  International Society for Studies of Teaching and Learning, Melbourne, Victoria, Australia.

Kanevsky, L., Xin, C., & Ram, I. (June, 2015).  An investigation of students’ engagement with peers and assigned readings in annotation-enhanced discussion forums.  Society for Teaching and Learning in Higher Education Conference, Vancouver, BC.

Amundsen, C., Kanevsky, L., Hotton, V., & Xin, C. (June, 2015).  Realizing SoTL through teamwork: Faculty, staff and students working together.  Society for Teaching and Learning in Higher Education Conference, Vancouver, BC.

Kanevsky, L. (June, 2015).  Using the Marginalia annotation tool to critically engage students in online discussions of assigned readings.  ETUG Spring Workshop, Simon Fraser University, Burnaby, BC.

Kanevsky, L. (2015, April).  Gender and grade-related differences in gifted students’ preferences for learning alone and in groups.  Annual Meeting of the American Educational Research Association, Chicago, IL.

Kanevsky, L., & Clelland, D. (2013, June). Policies related to gifted education and academic acceleration in Canada. Presented at the annual congress of the Canadian Society for the Study of Education, Victoria, BC.

Kanevsky, L. & Clelland, D. (2012, April). Policies supporting acceleration in Canadian provinces and territories. Annual meeting of the American Educational Research Association, Vancouver, BC.

Kanevsky, L., & Clelland, D. (2011, November). Acceleration policies and possibilities in Canada. Annual convention of the National Association for Gifted Children, New Orleans, LA.

Kanevsky, L., Rogers, K. B., & Shore, B.M. (2011, November). To group or not to group, that is the question. Annual convention of the National Association for Gifted Children, New Orleans, LA.

McGrimmond, L., Kanevsky, L. & Hoskyn, M. (2010, May). An investigation of gifted students’ intrinsic motivation and classroom productivity. Presented at the annual congress of the Canadian Society for the Study of Education, Montréal, QC.

Kanevsky, L. (2008, November). Acceleration practices in Canada. Presentation at the annual convention of the National Association for Gifted Children, Tampa, FL.

Kanevsky, L., & McGrimmond, L. (2008, June). Acceleration in Canada. Paper presented at the annual meeting of the Canadian Society for Studies in Education, Vancouver, BC.

Kanevsky, L. (2008, May). Acceleration polices and practices in Canada. Paper presented at the Wallace Research Symposium on the Gifted and Talented. Institute for Research and Policy on Acceleration. University of Iowa, Iowa City, IA.

Kanevsky, L. (2008, March). Gifted students’ and their peers’ preferences for differentiated curriculum experiences. Paper to be presented at the 2008 annual meeting of the American Educational Research Association, New York, NY.