Rébecca Dallaire est étudiante au baccalauréat en éducation préscolaire et en enseignement primaire. Elle est inscrite au profil honor qui vise l’initiation à la recherche. Dans ce récit, elle partage les apprentissages qu’elle a réalisés dans le cadre de sa participation à une recherche-action à titre d’assistante de recherche.
Archives de catégorie : Information
Nouvelle stagiaire doctoral
Laura Soulat, étudiante au doctorat avec Nicole Monney, amorce un stage sur la gestion des données de recherche avec Stéphane Allaire. Il s’agit d’un premier pas pour contribuer au développement d’un observatoire sur la collaboration entre chercheurs et praticiens des milieux scolaires.
Veille scientifique sur la collaboration recherche-pratique (janvier 2024)
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
Récipiendaires – Bourses 2023-2024
L’équipe a récemment dévoilé les récipiendaires de son concours annuel de bourses en soutien aux étudiants-chercheurs de ses membres.
Audrey Pépin est la récipiendaire pour le doctorat.
Quant à la maitrise, il s’agit de Élodie Cardinal, Noémie Boulianne, Anne-Sophie Mailloux, Émilie Desjardins ainsi que Karolanne Vachon.
Le concours encourage les étudiants qui s’intéressent à la collaboration entre chercheurs et praticiens ou qui ont un intérêt marqué pour les retombées de leur travail pour le milieu scolaire.
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.
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Compte-rendu du colloque sur les processus en jeu entre chercheurs et intervenants des milieux scolaires
Dans le cadre du dernier congrès de l’Acfas, l’équipe a organisé un colloque sur les processus en jeu entre chercheurs et intervenants des milieux scolaires dans des projets de recherche participative.
Josquin Duchaine et Charlotte Fournier, deux étudiants en psychologie à l’UQAM, ont rédigé un compte-rendu de l’événement.
Veille scientifique sur la collaboration recherche-pratique (mai 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.
Albanesi, C., Prati, G., Guarino, A., & Cicognani, E. (2023). School Citizenship Education Through YPAR: What Works? A Mixed-Methods Study in Italy. Journal of Adolescent Research, 38(1), 143–177. https://doi-org.sbiproxy.uqac.ca/10.1177/07435584211035564
Albright, T. (2023). Youth participatory action research: schooling, learning, and entangled lines of flight. Educational Action Research, 1–17. https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2023.2197610
ALP, G., & BULUNUZ, N. (2023). Effect of Web-Based Collaborative Learning Method with Scratch on Critical Thinking Skills of 5th Grade Students. Participatory Educational Research, 10(2), 82–104. https://doi-org.sbiproxy.uqac.ca/10.17275/per.23.30.10.2
Amezcua-Aguilar, T., & Espadas-Alcázar, M. Á. (2023). Epistemological Breaks for Social Work Training and Practice: Participatory Research Through Photovoice in Disadvantaged Neighbourhoods. Journal of Human Development & Capabilities, 24(1), 49–69. https://doi-org.sbiproxy.uqac.ca/10.1080/19452829.2022.2113370
Blain, S. (2023). Une recherche-développement dans le contexte pandémique : création de livres animés pour favoriser le développement de la compréhension en lecture chez les apprentis lecteurs francophones en milieu minoritaire. Language and Literacy / Langue et littératie, 25(1), 78–104. https://doi-org.sbiproxy.uqac.ca/10.20360/langandlit29659
Bergmark, U. (2023). Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development. Professional Development in Education, 49(2), 210–224. https://doi-org.sbiproxy.uqac.ca/10.1080/19415257.2020.1827011
Dahal, N. (2023). Is Doing Research for People or on People? A Book Review of Emancipatory and Participatory Research for Emerging Educational Researchers: Theory and Case Studies of Research in Disabled Communities. Qualitative Report, 28(1), 69–74. https://doi-org.sbiproxy.uqac.ca/10.46743/2160-3715/2023.6136
Hewett, K. (2023). The Primary Literacy Research Collaborative Briefing: Experiences of Literacy in Lockdown — What can we learn? English 4–11, 77, 12–14.
Kozak, D. L., & Schnellert, L. M. (2023). Parents with Teachers Re-Authoring the Home-School Interface: A Critical Participatory Action Research Study. Canadian Journal of Action Research, 23(1), 68–92.
Levy, I. P., Edirmanasinghe, N., Ieva, K., & Hilliard, C. (2023). Youth Participatory Action Research as School Counseling Praxis: A Scoping Review. Professional School Counseling, 27(1a), 1–11. https://doi-org.sbiproxy.uqac.ca/10.1177/2156759X231153347
Manouchehri, B., & Burns, E. A. (2023). A “Participatory School” in Iran: A Bottom-Up Learning Approach in a Top-Down Education System. Education and Urban Society, 55(3), 263–288.
Ordem, E. (2023). Participatory action research in a listening-speaking class in second language teaching: towards a critical syllabus. Educational Action Research, 31(1), 4–20. https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2021.1898431
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
Shieh, E. (2023). How teachers see policy: school context, teacher inquiry, and policy visibility. Journal of Education Policy, 38(1), 166–188. https://doi-org.sbiproxy.uqac.ca/10.1080/02680939.2021.1959650
Smeplass, E., Cecilia Rapp, A., Sperling, K., & Akse, J. (2023). Potentials of Collaborative Educational Welfare Research – Theorizing Voice Plurality and Social Empowerment. Interchange (0826-4805), 54(1), 1–18. https://doi-org.sbiproxy.uqac.ca/10.1007/s10780-022-09480-6
Snyder, C., Oppenlander, J., Foley, N., & Goldberg, L. (2023). The Placement Dilemma: Leveraging Technology to Improve the Student Teacher Placement Process Through Participatory Action Research. Contemporary Issues in Technology & Teacher Education, 23(1), 11.
Tanhan, A., Boyle, C., Taş, B., Söğüt, Y., Cashwell, C. C., Genc, E., & Karatepe, H. T. (2023). Using online photovoice and community-based participatory research to understand facilitators and barriers to online distance education during COVID-19. Distance Education, 44(1), 40–65. https://doi-org.sbiproxy.uqac.ca/10.1080/01587919.2022.2156320
Toulia, A., Strogilos, V., & Avramidis, E. (2023). Peer tutoring as a means to inclusion: a collaborative action research project. Educational Action Research, 31(2), 213–229. https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2021.1911821
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
Vanderlip Taylor, K. (2023). Developing a visual art community of practice: a participatory action research study of a museum-based partnership for art teachers in Los Angeles. Professional Development in Education, 49(1), 168–183. https://doi org.sbiproxy.uqac.ca/10.1080/19415257.2020.1770838
van de Venter, R., Skelton, E., Matthew, J., Woznitza, N., Tarroni, G., Hirani, S. P., Kumar, A., Malik, R., & Malamateniou, C. (2023). Artificial intelligence education for radiographers, an evaluation of a UK postgraduate educational intervention using participatory action research: a pilot study. Insights into Imaging, 14(1), 1–13.https://doi-org.sbiproxy.uqac.ca/10.1186/s13244-023-01372-2
West, N. M. (2023). Defining the Contours of a Participatory Action Research Counterspace Developed by, for, and about Black Women in Higher Education. International Journal of Qualitative Studies in Education (QSE), 1–24. https://doi-org.sbiproxy.uqac.ca/10.1080/09518398.2023.2181449
Wood, L., & Kahts-Kramer, S. (2023). “But How Will You Ensure the Objectivity of the Researcher?” Guidelines to Address Possible Misconceptions about the Ethical Imperatives of Community-Based Research. Research Ethics, 19(1), 1–17.
Complémentarité des types de recherches
En collaboration avec des collègues de trois universités et le CTREQ, Stéphane fait paraitre une infographie expliquant l’importance de la complémentarité des types de recherche dans l’identification et le développement de pratiques éducatives favorisant la réussite des élèves.
Veille scientifique sur la collaboration recherche-pratique (janvier 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.
*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.
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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
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Nouvel article de recherche
L’équipe fait paraître un article dans la revue Phronesis.
« L’émergence des partenariats recherche-pratique en éducation: une recension des écrits » est l’aboutissement d’une partie du travail réalisé par Raoul Kamga dans le cadre d’un stage post doctoral avec l’équipe.