En collaboration avec le Consortium régional de recherche en éducation, l’équipe amorce ce mois-ci la publication d’une veille informationnelle sur la collaboration entre la recherche et la pratique en éducation. La responsabilité de cette veille est assurée par Émilie St-Pierre, étudiante au doctorat et agente de liaison.

Articles scientifiques

Avgitidou, S. (2020). Facilitating teachers as proposals. Educational Action Research, 28(2), 175-191. https://doi.org/10.1080/09650792.2019.1654900

Borrett, E. (2020). Using Visual and Participatory Research Methods to Describe Processes of Educational Resilience in Returners to Education (Doctoral dissertation, University of East London).
https://doi.org/10.15123/uel.883qz

Brizee, A. (2020). What Happens When We Fail? Building Resilient Community-Based Research. Journal of Technical Writing and Communication, 50(4), 339-375. https://doi.org/10.1177/0047281619876292

David-Chavez, D. M., Valdez, S., Estevez, J. B., Meléndez Martínez, C., Garcia Jr, A. A., Josephs, K., & Troncoso, A. (2020). Community-based (rooted) research for regeneration: understanding benefits, barriers, and resources for Indigenous education and research. AlterNative: An International Journal of Indigenous Peoples, 16(3), 220-232. https://doi.org/10.1177/1177180120952896

El Hilali, G. J., Nadeau, M., & Fisher, C. (2020). L’effet des dictées métacognitives-interactives sur la compétence à orthographier les homophones grammaticaux en rédaction. Repères. Recherches en didactique du français langue maternelle, (60), 45-63. https://doi.org/10.4000/reperes.2291

Giguère, M. H., Nadeau, M., Fisher, C., Arseneau, R., & Quevillon Lacasse, C. (2020). L’accompagnement professionnel pour développer des dispositifs didactiques innovants en syntaxe et en ponctuation: regards de conseillères pédagogiques. Recherches en didactique des langues et des cultures. Les cahiers de l’Acedle, 17(17-2). https://doi.org/10.4000/rdlc.7457

Goff, W. (2020). Gatekeeper Engagement and the Importance of Phronesis-Praxis in School-Based Research. New Zealand Journal of Educational Studies, 55(2), 321-335. https://doi.org/10.1007/s40841-020-00177-x

Hilli, C. (2020). Distance teaching in small rural primary schools: a participatory action research project.  Educational Action Research, 28(1), 38-52. https://doi.org/10.1080/09650792.2018.15 26695

Luguetti, C., & Oliver, K. L. (2020). ‘I became a teacher that respects the kids’ voices’: challenges and facilitators pre-service teachers faced in learning an activist approach. Sport, Education and Society. 25(4), 423-435. https://doi.org/10.1080/13573322.2019.1601620

Malebese, M. E. L., & Tlali, M. F. (2020). Teaching of English first additional language in rural learning environments: a case for problem-based learning. International Journal of Inclusive Education, 24(14), 1540-1551. https://doi.org/10.1080/13603116.2018.1544300

Martínez, J. P. C., Catasús, M. G., & Fontanillas, T. R. (2020). Impact of using learning analytics in asynchronous online discussions in higher education. International Journal of Educational Technology in Higher Education, 17(1), 1-18. https://doi.org/10.1186/s41239-020-00217-y

O’Brien, N., & Dadswell, A. (2020). Reflections on a participatory research project exploring bullying and school self-exclusion: power dynamics, practicalities and partnership working. Pastoral Care in Education, 38(3), 208-229. https://doi.org/10.1080/02643944.2020.1788126

Paredes-Chi, A., & Viga-de Alva, M. D. (2020). Participatory action research (PAR) and environmental education (EE): A Mexican experience with teachers from a primary rural school. Environmental Education Research, 26(11), 1578-1593. https://doi.org/10.1080/13504622.2020.1788515

Penuel, W. R., Riedy, R., Barber, M. S., Peurach, D. J., LeBouef, W. A., & Clark, T. (2020). Principles of Collaborative Education Research With Stakeholders: Toward Requirements for a New Research and Development Infrastructure. Review of Educational Research, 90(5), 627-674. https://doi.org/10.3102/0034654320938126

Samimi, C., & Sliva, S. (2020). It’s Symbiotic: Exploring the Facilitators and Outcomes of a Successful Community-University Research Partnership. Journal of Social Service Research, 46(5), 613-622.https://doi.org/10.1080/01488376.2019.1612820

Stokes, T. (2020). Using participatory methods with young children; reflections on emergent ‘ethically important moments’ in school-based research. Irish Educational Studies, 39(3), 375-387. https://doi.org/10.1080/03323315.2019.1697944

Trott, C. D., Sample McMeeking, L. B., & Weinberg, A. E. (2020). Participatory action research experiences for undergraduates: forging critical connections through community engagement. Studies in Higher Education, 45(11), 2260-2273. https://doi.org/10.1080/03075079.2019.1602759

Zocher, J. L., & Hougham, R. J. (2020). Implementing Ecopedagogy as an Experiential Approach to Decolonizing Science Education. Journal of Experiential Education, 43(3), 232-247. https://doi.org/10.1177/1053825920908615

Numéros de revues

Kormaz, Ö. (2020, août). Participatory educational research (PER). 7(2). https://www.perjournal.com/volume-7-issue-2-august-2020-online-first/

Kormaz, Ö. (2020, décembre). Participatory educational research (PER). 7(3). https://www.perjournal.com/volume-7-issue-3-december-2020-online-first/

Revue hybride de l’éducation. (2020, novembre). La recherche participative au service de l’évaluation. 4(4). https://doi.org/10.1522/rhe.v4i4

Chapitre de livre

Nadeau, M., Arseneau, R., Fisher, C. & Quevillon Lacasse, C. (2020). Les dictées métacognitives interactives : un dispositif didactique prometteur pour le développement de la compétence orthographique en milieu minoritaire. In J. Thibeault et C. Fleuret (dir.), Didactique du français en contextes minoritaires, Les Presses de l’Université d’Ottawa.