En collaboration avec le Consortium régional de recherche en éducation, l’équipe poursuit 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, agente de liaison.

*Allaire, S. (2022). Le codesign d’un guide pédagogique sur la mise en réseau des classes : une expérience de développement professionnel collectif de longue haleine. Revue internationale du CRIRES / CRI_SAS international Journal, 6(3), 100–109. https://doi-org.sbiproxy.uqac.ca/10.51657/ric.v6i2.51725

*Allaire, S., Forest, M.-P., Granger, N., Tremblay, M., Monney, N., Charland, P. & Giroux, P. (2022). Un enseignement en ligne presque invisible : une réponse à Christian Boyer et Steve Bissonnette. Revue internationale du CRIRES / CRI_SAS international Journal, 6(2), 1–20. https://doi-org.sbiproxy.uqac.ca/10.51657/ric.v6i2.51683

Arefian, M. H. (2022). Collaborative action research as a reflective tool for pre-service EFL teachers’ inclusion.  Reflective Practice,  23(6), 651–662. https://doi-org.sbiproxy.uqac.ca/10.1080/14623943.2022.2103107

*Barry, S., Boivin, M., St-Pierre, C., & Houle-Minier, E. (2022). Je me prépare aux examens du ministère en mathématique : Es-tu prêt à passer le test? JFD Éditions. https://www.editionsjfd.com/boutique/sciences-de-leducation-1231/je-me-prepare-aux-examens-du-ministere-en-mathematiques-11330

Carpenter, N., Lee, F., & Male, D. (2023). A role for educational psychologists: using Planning Alternative Tomorrows with Hope (PATH) and participatory action research (PAR) to develop a Relationships and Sex Education (RSE) support group with staff in a special school.  Educational Psychology in Practice, 1–19. https://doi-org.sbiproxy.uqac.ca/10.1080/02667363.2022.2164559

Cheng, D. S. (2022). Problem Solving for Teachers — Action Research in a Cross-Listed Undergraduate and Graduate Course.  Mathematics Enthusiast,  19(3), 833–859. https://doi-org.sbiproxy.uqac.ca/10.54870/1551-3440.1581

Colombari, R., & Neirotti, P. (2022). Closing the middle-skills gap widened by digitalization: how technical universities can contribute through Challenge-Based Learning.  Studies in Higher Education,  47(8), 1585–1600. https://doi-org.sbiproxy.uqac.ca/10.1080/03075079.2021.1946029

Cook, S. A. (2022). Toward equitable and inclusive school practices: Expanding approaches to “research with” young people.  Journal of Adolescent & Adult Literacy,  66(3), 146–148. https://doi-org.sbiproxy.uqac.ca/10.1002/jaal.1265

Costello, G. R., Davis, K. R., & Crocco, O. S. (2022). Learning by Doing: Student & Faculty Reflections on a Collaborative Model for Conducting and Publishing Mixed Methods Research in a Graduate Course.  Innovative Higher Education,  47(6), 1067–1084.

Davison, J., Maguire, S., McLaughlin, M., & Simms, V. (2022). Involving adolescents with intellectual disability in the adaptation of self‐reported subjective well‐being measures: participatory research and methodological considerations.  Journal of Intellectual Disability Research,  66(7), 628–641. https://doi-org.sbiproxy.uqac.ca/10.1111/jir.12936

De Neve, D., Leroy, A., Struyven, K., & Smits, T. (2022). Supporting formative assessment in the second language classroom: an action research study in secondary education.  Educational Action Research,  30(5), 828–849. https://doiorg.sbiproxy.uqac.ca/10.1080/09650792.2020.1828120

Domínguez, A. D., & Cammarota, J. (2022). The arc of transformation in youth participatory action research: creative expression to creative resistance.  International Journal of Qualitative Studies in Education (QSE),  35(8), 805–823. https://doi-org.sbiproxy.uqac.ca/10.1080/09518398.2021.1985650

Edwards, P., & Bunn, H. (2022). “We have to carry on”. A participatory research project with young people enrolled on a supported internship programme during the Covid-19 pandemic.  Educational & Child Psychology,  39(3), 56–69.

Gessiou, G. (2022). A Follow-Up Review on the Impact of a Participatory Action Research Regarding Outdoor Play and Learning.  Education Sciences,  12(10), 679–N.PAG. https://doi-org.sbiproxy.uqac.ca/10.3390/educsci12100679

Gilbert, C. (2022). Walking the popular education spiral – an account and analysis of participatory action research with teacher activists.  Educational Action Research,  30(5), 881–901. https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2021.1875856

Greenwood, M., Gercama, I., Lynch, P., Moore, K., Mankhwazi, M., Mbukwa, J., & Bedford, J. (2022). “Let’s Grow Together”: Understanding the Current Provision of Early Childhood Development and Education for Children with Disabilities in Rural Malawi through Community-based Participatory Research.  International Journal of Disability, Development & Education,  69(4), 1200–1215. https://doi-org.sbiproxy.uqac.ca/10.1080/1034912X.2020.1786021

Irgens, G. A., Adisa, I., Bailey, C., & Quesada, H. V. (2022). Designing with and for Youth: A Participatory Design Research Approach for Critical Machine Learning Education.  Journal of Educational Technology & Society,  25(4), 126–141.

Johnston-Goodstar, K., Boucher, L., & Shirt-Shaw, M. R. (2022). “You Take the Punches”: Native Youth Experiences of School Pushout.  Equity & Excellence in Education,  55(3), 270–282. https://doi-org.sbiproxy.uqac.ca/10.1080/10665684.2022.2124598

*Kamga, R., Allaire, S., Baron, M.-P., Cody, N., Coulombe, S., Dumoulin, C., Pulido, L., & Thériault, P. (2023). L’émergence des partenariats recherche-pratique en éducation: une recension des écrits. (French).  Revue Phronesis,  12(1), 127–143. https://doi-org.sbiproxy.uqac.ca/10.7202/1095154ar

Kang, H., & González, H. M. (2022). Beginning school–university partnerships for transformative social change in science education: Narratives from the field.  Science Education,  106(5), 1178–1197. https://doi-org.sbiproxy.uqac.ca/10.1002/sce.21723

Kastner, M., & Motschilnig, R. (2022). Interconnectedness of Adult Basic Education, Community-Based Participatory Research, and Transformative Learning.  Adult Education Quarterly,  72(3), 223–241. https://doi-org.sbiproxy.uqac.ca/10.1177/07417136211044154

Kenefick, D., & Kirrane, M. (2022). A Little Less Conversation, a Little More Action: Participatory Insider Action Research in an Executive Team.  Systemic Practice & Action Research,  35(4), 453–469. https://doi-org.sbiproxy.uqac.ca/10.1007/s11213-021-09580-x

Lee, W.-I., Jin, Y., & Yi, K. J. (2022). Working at the Margin: Lessons Learned from School-Based Participatory Research.  Asia-Pacific Education Researcher (Springer Science & Business Media B.V.),  31(5), 519–528. https://doi-org.sbiproxy.uqac.ca/10.1007/s40299-021-00599-1

Martin, A. E., & Fisher-Ari, T. R. (2022). Participatory Research to Improve PDS Initiatives: Trying-On Problem-Based Pedagogies with High-School Students.  PDS Partners: Bridging Research to Practice,  17(3), 26–29.

Modiba, M., & Stewart, S. (2022). Democratising knowledge through action research: theoretical reflections and challenges in the field.  Educational Action Research,  30(5), 865–880. https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2020.1871049

Mong, H. H., & Standal, Ø. F. (2022). Teaching Health in Physical Education: An Action Research Project.  European Physical Education Review,  28(3), 739–756.

Moore, S., & Donaldson, L. P. (2022). Incorporating Community Based Participatory Action Research in Social Work Graduate Education.  Journal of Teaching in Social Work,  42(4), 409–422. https://doi-org.sbiproxy.uqac.ca/10.1080/08841233.2022.2117761

*Nadeau-Tremblay, S. & Allaire, S. (2022). Lire et écrire en réseau : exemple d’une séquence didactique en français au primaire en appui au développement des compétences globales et numériques. Revue hybride de l’éducation, 6(1), 190–204. https://doi-org.sbiproxy.uqac.ca/10.1522/rhe.v6i1.1231

O, N. P., Kteily-Hawa, R., & Le Ber, M. J. (2022). Social Portraiture: Decolonizing Ways Ofknowingin Education through Arts-Based Participatory Action Research.  Canadian Journal of Action Research,  22(3), 32–44.

*Racine, M. & Allaire, S. (2022). Contribution à la compréhension du concept de la participation : une analyse lexicométrique. Revue internationale du CRIRES / CRI_SAS international Journal, 6(1), 1–30. https://doi-org.sbiproxy.uqac.ca/10.51657/ric.v6i1.51439

Randewijk, E., Toit D., P. H. du, & Harding, A. F. (2022). Informing practice in mathematics through the use of Herrmann’s Whole Brain® theory.  South African Journal of Education,  42(3), 1–16. https://doi-org.sbiproxy.uqac.ca/10.15700/saje.v42n3a2088

Sáez Bondía, M. J., & Cortés Gracia, A. L. (2022). Action research in education: a set of case studies?  Educational Action Research,  30(5), 850–864. https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2020.1866631

Sel, B. (2022). Action research on interdisciplinary teaching of financial literacy in elementary schools.  Turkish Journal of Education,  11(4), 222–241. https://doi-org.sbiproxy.uqac.ca/10.19128/turje.1057732

Stuart, K. (2022). Problematic participation: reflections on the process and outcomes of participatory action research into educational inequalities.  Educational Action Research,  30(3), 342–356. https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2020.1851737

Teixeira, S., & Kennedy, H. (2022). Social Work and Youth Participatory Action Research (YPAR): Past, Present, and Future.  Social Work,  67(3), 286–295. https://doi-org.sbiproxy.uqac.ca/10.1093/sw/swac016

Yap, K. H., Koh, A., Kumar, A., Lahpai, M., Cheng, K. H., Ravindaran, T., Vasu, P., & Verghis, S. (2022). Protocol for a feasibility evaluation of a Social and Emotional Learning (SEL) programme to improve resilience and academic achievement in refugee children from a community learning centre in Malaysia: PARSEL (Participatory Action Research on SEL).  PLoS ONE,  17(8), 1–15. https://doi-org.sbiproxy.uqac.ca/10.1371/journal.pone.0273239