Archives mensuelles : septembre 2023

Information

Veille scientifique sur la collaboration recherche-pratique (septembre 2023)

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.

Aas, M., & Vennebo, K. F. (2023). Building leadership capacity in school leadership groups: an action research project.   Educational Action Research, 31(2), 348–365. https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2021.1934710
Avdukic, A., Khaleel, F., Abdullah, A., & Brawe, A. H. (2023). Religion as a barrier to the use of student loans for higher education: A community‐based participatory study with Somalis living in England.   British Educational Research Journal,   49(2), 370–404. https://doi-org.sbiproxy.uqac.ca/10.1002/berj.3847
Baxter, G., & Toe, D. (2023). “Parents don’t need to come to school to be engaged:” teachers use of social media for family engagement.   Educational Action Research,   31(2), 306–328. https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2021.1930087
Brandau, N., & Alirezabeigi, S. (2023). Critical and participatory design in-between the tensions of daily schooling: working towards sustainable and reflective digital school development. Learning, Media & Technology,   48(2), 337–349. https://doi-org.sbiproxy.uqac.ca/10.1080/17439884.2022.2156538
Brann, K. L., Naser, S. C., & Clough, M. (2023). Organizational Consultation to Promote Equitable School Behavioral Data Practices Using the Participatory Culture-Specific Intervention Model.   Journal of Educational & Psychological Consultation,  33(3), 231–253. https://doi-org.sbiproxy.uqac.ca/10.1080/10474412.2022.2078335
Chikkatur, A., & Vall, S. (2023). Rethinking “Damage-Centered” Research and Individual Solutions: Cultural Humility as a Framework to Increase Student Diversity in Undergraduate STEM Departments.   International Journal for the Scholarship of Teaching & Learning,   17(1), 1–11. https://doi-org.sbiproxy.uqac.ca/10.20429/ijsotl.2023.17119
Davis, A., Tuckey, M., Gwilt, I., & Wallace, N. (2023). Understanding Co‐Design Practice as a Process of “Welldoing.”   International Journal of Art & Design Education,   42(2), 278–293. https://doi-org.sbiproxy.uqac.ca/10.1111/jade.12459
de Castro, M. G., Palazuelos, A., Corona, A., Sánchez, Á., Alises, G., Sancho, M., Cauja, P., & Sanz, V. (2023). “Please send me the link for tomorrow, María” human‐rights based participatory research with people with learning disabilities via Zoom.   British Journal of Learning Disabilities, 51(2), 260–268. https://doi-org.sbiproxy.uqac.ca/10.1111/bld.12511
de Jager, S. (2023). Exploring Student Teachers’ Experiences of Vulnerability in Higher Education Spaces.   South African Journal of Higher Education,   37(2), 60–76. https://doi-org.sbiproxy.uqac.ca/10.20853/37-2-5056
Domínguez, A. D. (2023). ¡Venceremos!: Challenging School Barriers with Latinx Youth Participatory Action Research.   Journal of Latinos & Education,   22(3), 1208–1222. https://doi-org.sbiproxy.uqac.ca/10.1080/15348431.2021.1935258
Fleming, H., Paton, A., & Rowley, J. (2023). Exploring young people’s experiences of the Tree Of Life narrative intervention through participatory research.   Educational Psychology in Practice, 39(2), 135–153. https://doi-org.sbiproxy.uqac.ca/10.1080/02667363.2023.2167810
Franquesa, S. M., Jorge Sales, L., & Silva, S. R. E. (2023). Participatory action research for primate conservation: A critical analysis of a nonformal education program in Southern Mexico. American Journal of Primatology,   85(5), 1–13. https://doi-org.sbiproxy.uqac.ca/10.1002/ajp.23450
Gripton, C. (2023). Developing mathematical patterning in ECE classrooms: participatory research with teachers of 3–5-year-olds.   European Early Childhood Education Research Journal,   31(3), 326–342. https://doi-org.sbiproxy.uqac.ca/10.1080/1350293X.2022.2108097
Kieferle, S., & Markic, S. (2023). Development and Implementation of Innovative Concepts for Language-Sensitive Student Laboratories.   Chemistry Education Research and Practice,   24(2), 740–753. https://doi-org.sbiproxy.uqac.ca/10.1039/d2rp00221c
López-Quiñones, A., Martinez-Lopez, M., Moreno Sandoval, C. D., Carroll-Miranda, J., Lindala, A. E., Chatman, M. C., Fleming, J., Shockley, E. T., Cadeau, D., & Flores-Reyes, E. (2023). Ancestral Computing for Sustainability: Centering Indigenous Epistemologies in Researching Computer Science Education.   TechTrends: Linking Research & Practice to Improve Learning, 67(3), 435–445. https://doi-org.sbiproxy.uqac.ca/10.1007/s11528-022-00820-y
MacMath, S., Salingré, B., & Sivia, A. (2023). Moving from EDID Words to Policy Action: A Case Study of a Teacher Education Program’s Admissions Policy Reform.   Canadian Journal of Education,   46(2), 359–385.
Malone, M. (2023). Re-Imagining the Research Article: Social-Semiotic Signposts and the Potential for Radical Co-presence in the Scholarly Literature.   International Journal of Social Inquiry,   16(1), 1–16. https://doi-org.sbiproxy.uqac.ca/10.5130/ijcre.v16i1.8606
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
*Moreau, A. & Tremblay, K. (2023). Grille d’observation des premières compétences en littératie d’élèves en situation de handicap : recherche-développement et première étape de validation. Revue hybride de l’éducation, 7(1), 31–62. https://doi-org.sbiproxy.uqac.ca/10.1522/rhe.v7i1.1336
Osibodu, O., Byun, S., Hand, V., & LópezLeiva, C. (2023). A Participatory Turn in Mathematics Education Research: Possibilities and Tensions.   Journal for Research in Mathematics Education,   54(3), 225–232. https://doi-org.sbiproxy.uqac.ca/10.5951/jresematheduc-2021-0147
Palmer, K., Yu, G. S., & Aprill, A. (2023). Co-Constructing Sustainable Collaborations in Early Childhood Settings Through the Arts.   International Journal of Education & the Arts,   24(6), 1–23.
Parent, S., Clermont, C., Radziszewski, S., Vertommen, T., & Dion, J. (2023). Child Maltreatment and Links with Experiences of Interpersonal Violence in Sport in a Sample of Canadian Adolescents.   Social Sciences (2076-0760),   12(6), 336. https://doi-org.sbiproxy.uqac.ca/10.3390/socsci12060336
Phan, M. L., & Renshaw, T. L. (2023). Guidelines for Implementing and Adapting Evidence-Based Interventions With Marginalized Youth in Schools.   American Journal of Orthopsychiatry, 93(3), 256–268. https://doi-org.sbiproxy.uqac.ca/10.1037/ort0000676
Salazar, C., Barahona, C., Romero Viruel, A., Velasco Zuñiga, J. D., Palma, B., Meza, K. J., & Moreno, R. (2023). Research Collectives With, For, and By Undocumented Scholars: Creating Counterspaces for Revelation, Validation, Resistance, Empowerment, and Liberation in Higher Education.   Journal of Hispanic Higher Education,   22(2), 161–174. https://doi-org.sbiproxy.uqac.ca/10.1177/15381927221111869
Szoko, N., Dwarakanath, N., Miller, E., Chugani, C. D., & Culyba, A. J. (2023). Psychological empowerment and future orientation among adolescents in a youth participatory action research program.   Journal of Community Psychology,   51(5), 1851–1859. https://doi-org.sbiproxy.uqac.ca/10.1002/jcop.22935
*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
Tsevreni, I., Tigka, A., & Christidou, V. (2023). Exploring children’s participation in the framework of early childhood environmental education.   Children’s Geographies,   21(3), 394–409. https://doi-org.sbiproxy.uqac.ca/10.1080/14733285.2022.2073194
Ukowitz, M. (2023). Who defines innovation in education? Participatory action research and organisational learning.   Educational Action Research,   31(2), 366–383. https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2021.1944245
Upreti, Y. R., Devkota, B., Bastien, S., & Luitel, B. C. (2023). Developing a school-based nutrition education programme to transform the nutritional behaviours of basic-level schoolchildren: a case from participatory action research in Nepal.   Educational Action Research, 1–20. https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2023.2206580