En collaboration avec le Consortium régional de recherche en éducation, l’équipe poursuit la publication d’une veille scientifique sur la collaboration entre la recherche et la pratique en éducation. La responsabilité de cette veille est assurée par Émilie St-Pierre, agente de liaison.

Amboulé-Abath, A., Boily, É., Aubé, K., Hauchecorne, C., Desrosiers, G., Gobeil, P.-L., Gagnon, J. & L’Italien, C. (2023). Création d’un centre de ressources sociocommunautaires pour soutenir le Partenariat-École-Famille-Communauté (P-E-F-C) au Bas-Saguenay : une recherche-action. Revue hybride de l’éducation, 7(2), 86–110. https://doi-org.sbiproxy.uqac.ca/10.1522/rhe.v7i2.1278

Albright, T., & Brion-Meisels, G. (2023). From Democratic Participation to Cariño: Exploring the Core Commitments of Foundational Scholars in the Field of Youth Participatory Action Research. Harvard Educational Review, 93(4), 459–485. https://doi-org.sbiproxy.uqac.ca/10.17763/1943-5045-93.4.459

Argañaraz Gomez, M., & Aufseeser, D. (2023). Research, Power, and Care: Limitations to Collaborative Research with Children and Youth. Professional Geographer, 1–8. https://doi-org.sbiproxy.uqac.ca/10.1080/00330124.2023.2275309

Ayaya, G., Makoelle, T. M., & Van Der Merwe, M. (2023). Developing a framework for inclusion: a case of a full-service school in South Africa. International Journal of Qualitative Studies in Education (QSE), 36(10), 1996–2014. https://doi-org.sbiproxy.uqac.ca/10.1080/09518398.2021.1956616

Bilgic, K., & Dogusoy, B. (2023). Exploring Secondary School Students’ Computational Thinking Experiences Enriched with Block-Based Programming Activities: An Action Research. Education and Information Technologies, 28(8), 10359–10384. https://doi-org.sbiproxy.uqac.ca/10.1007/s10639-023-11583-1

Brand, R. (2023). Hope Through Action and Reflection: Participatory Action Research in Jesuit Higher Education. Jesuit Higher Education: A Journal, 12(2), 78–85. https://doi-org.sbiproxy.uqac.ca/10.53309/2164-7666.1445

Chew, K. A. B., Child, S., Dormer, J., Little, A., Sammons, O., & Souter, H. (2023). Creating Online Indigenous Language Courses as Decolonizing Praxis. Canadian Modern Language Review, 79(3), 181–203. https://doi-org.sbiproxy.uqac.ca/10.3138/cmlr-2021-0080

Chikkatur, A. (2023). Being in “Their House”: Impact of Youth Participatory Action Research on Adult Learning at a Rural High School. Thresholds in Education, 46(3), 387–398.

Dahal, N. (2023). Implementing Transformative Education with Participatory Action Research: A Review. Qualitative Report, 28(11), 3115–3119. https://doi-org.sbiproxy.uqac.ca/10.46743/2160-3715/2023.6741

Desmarais, M.-É. & Forest, M.-P. (2023). Communautés d’apprentissage professionnelles auprès du personnel enseignant au primaire en contexte francominoritaire : moyen prometteur pour faciliter la mise en oeuvre de la pédagogie universelle. Éducation et francophonie, 51(1). https://doi-org.sbiproxy.uqac.ca/10.7202/1100071ar

Esau, O. (2023). Reducing Violence through Chess: Involving Pre-Service Teachers in Participatory Action in Schools. Canadian Journal of Action Research, 23(3), 97–111.

Finefter-Rosenbluh, I., Berry, A., & Ryan, T. (2023). Acting Upon Student Voice-Based Teaching Assessment Initiatives: An Account of Participatory Action Research for Teacher Professional Learning. Journal of Teacher Education, 74(5), 508–521. https://doi-org.sbiproxy.uqac.ca/10.1177/00224871231200278

Forshaw, E., Woods, K., & McCaldin, T. (2023). Developing teachers’ capacity to support students’ assessment experiences: An exploratory participatory action research project in collaboration with high school students. Educational Psychology in Practice, 39(3), 345–363. https://doi-org.sbiproxy.uqac.ca/10.1080/02667363.2023.2217349

Haines, S. J., Reyes, C. C., & McGann, G. T. (2023). Augmenting Relationships Among Families With Refugee Backgrounds and Their Children’s Teachers Using a Meeting Protocol: A Pilot Study. School Community Journal, 33(2), 35–62.

Harvey, S., Tardif, S. & Pouliot, E. (2023). La mise à l’essai du programme « T’ES prêt ! » au Cégep de Jonquière : ce qu’en pensent les enseignantes en éducation spécialisée. Revue hybride de l’éducation, 7(3), 1–21. https://doi-org.sbiproxy.uqac.ca/10.1522/rhe.v7i3.1302

Huencho, A., & Chandía, E. (2023). Humanizing mathematics education: quantitative and arithmetic argumentation of indigenous cultural practices. ZDM – Mathematics Education, 55(6), 1085–1099. https://doi-org.sbiproxy.uqac.ca/10.1007/s11858-023-01490-7

Kantawala, A. (2023). Confluence of Pedagogical Frameworks: Crafting a Blueprint for Inspired Learning. Art Education, 76(5), 4–7. https://doi-org.sbiproxy.uqac.ca/10.1080/00043125.2023.2261829

Littman, D. M., Ortega-Williams, A., Beltrán, R., Wagaman, M. A., Bender, K., & Wernick, L. (2023). Navigating, subverting, and replacing conventional academic structures and expectations to co-create with participatory action research (PAR) teams: where to for PAR scholarship?. Journal of Community Practice, 31(3-4), 466-487.

Mathur Grunewald, N., & Foley-Nicpon, M. (2024). Exploring the Utility of Community-Based Participatory Research to Investigate Mindfulness-Based Interventions in Schools. Psychology in the Schools, 61(1), 398–412. https://doi-org.sbiproxy.uqac.ca/10.1002/pits.23059

Makruf, I., & Barokah, A. (2023). Improving the Quality of ICT-Based Arabic Learning Assessment With Online Applications. Journal of Higher Education Theory & Practice, 23(11), 32–40. https://doi-org.sbiproxy.uqac.ca/10.33423/jhetp.v23i11.6216

Many, J. E., Tanguay, C. L., Bhatnagar, R., Belden, J., Griffin, T., Hagan, C., & Pettaway, C. (2023). Inspiring, Supporting, and Propelling Urban Educators: Understanding the Effectiveness of a University-Based Induction Support Program. Education Sciences, 13(8), 770. https://doi-org.sbiproxy.uqac.ca/10.3390/educsci13080770

Molekoa, M. T., Ubisi, L., Sefotho, M., & Ferreira, R. (2023). Full-Service Schoolteachers’ Views of Career Construction for Learners with Visual Impairment. International Journal for Educational and Vocational Guidance, 23(2), 421–440. https://doi-org.sbiproxy.uqac.ca/10.1007/s10775-021-09510-2

Nagrotsky, K., & Mizell, J. (2024). “I’m going to be open with you” or “ideas are neutral”: Critical reflections on doing YPAR in middle school classrooms. Middle School Journal, 55(1), 36–49. https://doi-org.sbiproxy.uqac.ca/10.1080/00940771.2023.2282611

Onsrud, S. V., Fredriksen, B., Rinholm, H., & Lindgren, M. (2023). The Multiplicity of Preservice Music Teachers’ Positioning in a Participatory Action Research Project. Research Studies in Music Education, 45(2), 329–343. https://doi-org.sbiproxy.uqac.ca/10.1177/1321103X2210898

O’Toole, J. (2023). Identifying creative and participatory approaches to respond to existing challenges for Irish language teaching and learning at English-medium primary school level. Irish Educational Studies, 42(4), 599–616. https://doi-org.sbiproxy.uqac.ca/10.1080/03323315.2023.2261432

Panhwar, A. H., & Bell, M. J. (2023). Enhancing student engagement in large ESL classes at a Pakistani university. Educational Action Research, 31(5), 964–980. https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2022.2089191

Potts, M., Le Hunte, B., & Ross, K. (2024). On Learning Interbeing. Journal of Transformative Education, 22(1), 42–63. https://doi-org.sbiproxy.uqac.ca/10.1177/15413446231177632

Ritonga, M., Gusvita, A., Saputra, R., & Budiarti, M. (2023). The effectiveness of Google chat as the platform for Islamic education learning activities. AIP Conference Proceedings, 2798(1), 1–6. https://doi-org.sbiproxy.uqac.ca/10.1063/5.0154227

Römer, L., Supa, M., & Hodboď, V. (2023). Media literacy education nurturing civic participation of disadvantaged youth, or not? Learning, Media & Technology, 48(3), 372–386. https://doi-org.sbiproxy.uqac.ca/10.1080/17439884.2022.2051046

Serina-Karsky, F. (2023). Bien-être scolaire et communauté éducative inclusive : défis et enjeux d’une expérimentation pédagogique à l’Île Maurice pour penser le bonheur d’enseigner. Phronesis, 12(2-3), 209–221. https://doi-org.sbiproxy.uqac.ca/10.7202/1097145ar

Tardif, S., Dumais, D., Beauparlant, S., Girard, A. & Émond-Tremblay, V. (2023). T’ES en stage : un module d’activités pour favoriser la réussite en stage des étudiantes et des étudiants en éducation spécialisée. Revue hybride de l’éducation, 7(2), 111–120. https://doi-org.sbiproxy.uqac.ca/10.1522/rhe.v7i2.1475

Thériault, P., Allaire, S., Nadeau-Tremblay, S., Gaudreault, M. & Gagnon, V. (2023). Le forum de coélaboration de connaissances : source d’inspiration et de soutien à la rédaction d’un récit en cinq temps aux 2e et 3e cycles du primaire. Revue hybride de l’éducation, 7(2), 27–56. https://doi-org.sbiproxy.uqac.ca/10.1522/rhe.v7i2.1169

Tomėnienė, L., & Vaičiūnienė, A. (2023). Teachers’ Experiences in Organizing the Process of Assessment and Self-Assessment of Students in Natural Sciences Lessons. Technium Social Sciences Journal, 46, 64–73. https://doi-org.sbiproxy.uqac.ca/10.47577/tssj.v46i1.9371

Tremblay, K., Philion, R., Moreau, A., Ruel, J., Morales, E., Feliziani, M. & Garneau-Gaudreault, L.-A. (2023). Bilan des contributions et retombées perçues de l’implantation d’une communauté de pratique auprès d’une équipe-école. Revue hybride de l’éducation, 7(1), 184–217. https://doi-org.sbiproxy.uqac.ca/10.1522/rhe.v7i1.1472