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Récits de collaboration entre praticiens et chercheurs

L’équipe amorce aujourd’hui un nouveau pan de sa programmation en diffusant des récits de pratique. L’intention est de fournir des exemples concrets de collaboration entre praticiens et chercheurs dans le cadre de recherches participatives.

Pascale Thériault, professeur en apprentissage de la lecture et de l’écriture à l’UQAC, est au coeur du premier récit. Sa pensée a été rapportée par Marie-Pier Forest, doctorante en éducation à l’UQAR et stagiaire dans l’équipe.

D’autres récits paraitront prochainement.

Information

Veille scientifique sur la collaboration « recherche-pratique » (avril 2022)

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.

Articles scientifiques

Allaire, S. (2022). Coélaborer des connaissances au baccalauréat : analyse d’une pratique à partir d’un cadre de référence des compétences du 21e siècle. Revue hybride de l’éducation, 5(2), 170–189. https://doi-org.sbiproxy.uqac.ca/10.1522/rhe.v5i2.1228

Audet, G., Borri-Anadon, C., Gosselin-Gagné, J. & Koubeissy, R. (2022). De « donner la parole » aux praticiens à « tenir parole » comme chercheures : enjeux et défis de l’utilisation de récits de pratique. Enjeux et société, 9(1), 11–32. https://doi-org.sbiproxy.uqac.ca/10.7202/1087828ar

Bjørke, L., Standal, Ø. F., & Mordal Moen, K. (2022). ‘What we have done now is more student-centred’: an investigation of physical education teachers’ reflections over a one-year participatory action research project. Educational Action Research, 1–18. https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2022.2062407

Brown, N. (2022). Scope and continuum of participatory research. International Journal of Research & Method in Education, 45(2), 200–211. https://doi-org.sbiproxy.uqac.ca/10.1080/1743727X.2021.1902980

Bulterman-Bos, J. (2022). Barriers to creating a science of the art of teaching via Participative Action Research; learning from the tribulations of Lesson Study in different epistemic cultures. Educational Action Research, 30(1), 22–38. https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2020.1777440

Call-Cummings, M., Ní Sheanáin, Ú., & Buttimer, C. (2022). School-based YPAR: negotiating productive tensions of participation and possibility. Educational Action Research, 30(1), 76–91. https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2020.1776136

Collard-Fortin, U., Gagné, A., Coulombe, S., Cody, N., Rajotte, T. & Doucet, M. (2022). Plateforme numérique d’accompagnement professionnel en enseignement : défis liés à son élaboration, à sa mise en œuvre et aux stratégies collaboratives déployées. Revue hybride de l’éducation, 5(2), 106–126. https://doi-org.sbiproxy.uqac.ca/10.1522/rhe.v5i2.1250

Cumbo, B., & Selwyn, N. (2022). Using participatory design approaches in educational research. International Journal of Research & Method in Education, 45(1), 60–72. https://doi-org.sbiproxy.uqac.ca/10.1080/1743727X.2021.1902981

Edirmanasinghe, N. A., Levy, I. P., Ieva, K., & Tarver, S. Z. (2022). Youth-led participatory action research in school counseling as a vehicle for antiracist SEL. Theory Into Practice, 61(2), 199–211. https://doi-org.sbiproxy.uqac.ca/10.1080/00405841.2022.2036060

Gokiert, R. J., Poth, C. N., Kingsley, B., El Hassar, B., & Mejia, T. (2022). Responding to the Evaluation Capacity Needs of the Early Childhood Field: Insights from a Mixed Methods Community-based Participatory Design. Canadian Journal of Program Evaluation, 36, 287–315.  https://doi-org.sbiproxy.uqac.ca/10.3138/cjpe.70920

Latulipe, N., Raby, C., O’Connell, L. & St-Onge, G. (2022). Développement de compétences dites du 21e siècle chez les enfants à l’éducation préscolaire grâce à la programmation et à la robotique : une recherche-action. Revue hybride de l’éducation, 5(2), 190–209. https://doi-org.sbiproxy.uqac.ca/10.1522/rhe.v5i2.1234

Marciano, J. E., & Vellanki, V. (2022). Generating New Narratives: Examining Youths’ Multiliteracies Practices in Youth Participatory Action Research. Research in the Teaching of English, 56(3), 245–274.

Miedijensky, S., & Sasson, I. (2022). Participatory action research as a way to innovate mathematics and science teaching, teachers’ professional development perceptions and performances. Educational Action Research, 30(1), 39–60.  https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2020.1802320

Morris, J. E., & Paris, L. F. (2022). Rethinking arts-based research methods in education: enhanced participant engagement processes to increase research credibility and knowledge translation. International Journal of Research & Method in Education, 45(1), 99–112. https://doi-org.sbiproxy.uqac.ca/10.1080/1743727X.2021.1926971

Vaughn, L. M., Jacquez, F., Deters, A., & Boards, A. (2022). Group-Level Assessment (GLA) as a Methodological Tool to Facilitate Science Education. Research in Science Education, 52(2), 539–551. https://doi-org.sbiproxy.uqac.ca/10.1007/s11165-020-09960-8

Wright, P., Fejzo, A., & Carvalho, T. (2022). Challenging inequity in mathematics education by making pedagogy more visible to learners. International Journal of Mathematical Education in Science & Technology, 53(2), 444–466. https://doi-org.sbiproxy.uqac.ca/10.1080/0020739X.2020.1775320

Thèse de doctorat

Tardif, S. (2021). La résilience scolaire de bacheliers vivant avec un trouble développemental du langage (Doctoral dissertation, Université du Québec à Chicoutimi).

Information

Veille scientifique sur la collaboration « recherche-pratique » (janvier 2022)

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, étudiante au doctorat et agente de liaison.

Asirifi, M. A., Ogilvie, L., Barton, S., Bilash, O., Stobart, K., Aniteye, P., … & Aziato, L. (2022). Reflections on change theory and community-based participatory action research: Congruent, similar or different?. Journal of Nursing Education and Practice, 12(3).

Berkley-Patton, J., Thompson, C. B., Ervie, K. G., Huffman, M., & Johnson, N. R. (2022). Using a Community-Based Collaborative Care Model as a Platform for Successful Interprofessional Education. In Research Anthology on Service Learning and Community Engagement Teaching Practices (pp. 354-373). IGI Global.

Blosser, A. H., & Blosser, J. (2021). “How Can I Uproot the System?”: Justice-Oriented Outcomes From Community-Based Research in Schools. Journal of Community Engagement & Scholarship, 14(1), 1–10.

Brown, B. (2021). Research-Practice Partnerships in Education: Benefits for Researchers and Practitioners. Alberta Journal of Educational Research, 67(4), 421–441.

Burbank, M. D., Goldsmith, M. M., Eldredge, K. P., & Spikner, J. (2021). Partnerships, Action, and Collaboration, Together (PACT): A Community-Based Partnership Where Innovation, Collaboration, and Impact Reshape Stakeholders’ Vision. Journal of Community Engagement & Scholarship, 14(1), 1–13.

Clausen, K. W. (2021). Collaborative Action Research: An Inevitable Outcome? Canadian Journal of Action Research, 22(1), 1–3.

Coffey, H., & Barnes, M. (2021). Chapter 8: Wobbling With Culturally Proactive Teaching: Facilitating Social Justice Through Youth Participatory Action Research With Middle School Students. Teachers College Record, 123(13), 1–22.

Dierckx, C., Hendricks, L., Coemans, S., & Hannes, K. (2021). The third sphere: Reconceptualising allyship in community-based participatory research praxis. Qualitative Research in Psychology, 18(4), 473–497. https://doi-org.sbiproxy.uqac.ca/10.1080/14780887.2020.1854402

Di Stefano, M., Almazán, V. A., Yepes, A. W., & Britton, E. R. (2021). “Tu lucha es mi lucha”: Teaching Spanish through an equity and social justice lens. Foreign Language Annals, 54(3), 753–775. https://doi-org.sbiproxy.uqac.ca/10.1111/flan.12578

Doublet, M. H. (2022). CEP des actifs occupés: un dispositif de professionnalisation fondé sur des démarches de recherche-action collaboratives. TransFormations-Recherche en Education et Formation des Adultes, (23), 77-90.

Gittins, P. (2021). Developing context-specific peace education initiatives with local communities: lessons from Bolivia. Compare: A Journal of Comparative & International Education, 51(7), 1003–1021. https://doi-org.sbiproxy.uqac.ca/10.1080/03057925.2019.1702502

Gonell, E., Smith, L. C., Garnett, B., & Clements, E. (2021). Practicing youth participatory action research for school equity: A pedagogical model. Action Research, 19(4), 632–655. https://doi-org.sbiproxy.uqac.ca/10.1177/1476750319894052

Hellerich, K. D. (2021). (Re)Vitalizing Instruction via Participatory Action Research. English Journal, 111(2), 49–55.

Husted, M., & Tofteng, D. (2021). Why time is a core challenge for participatory action research. Educational Action Research, 29(4), 553–568. https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2021.1959365

Kaluzeviciute, G., Jessiman, T., Burn, A., Ford, T., Geijer, S. E., Kidger, J., Limmer, M., Ramsay, S. E., & Spencer, L. (2021). Participatory Action Research on School Culture and Student Mental Health: A Study Protocol. International Journal of Qualitative Methods, 1–13. https://doi-org.sbiproxy.uqac.ca/10.1177/16094069211047753

Karasik, R. J., & Hafner, E. S. (2021). Community Partners’ Satisfaction with Community-Based Learning Collaborations. Journal of Community Engagement & Scholarship, 14(1), 1–16.

Kaye, C., Dorjotov, N., Batmunkh, L., & Badrakh, J. (2021). Strategies for democratic reform in education: developing an action research community in Mongolia. Educational Action Research, 29(4), 656–673. https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2021.1969975

Kitching, A. E., & Carstens, R. T. (2022). Community-Based Research to Enhance Holistic Well-being in School Contexts. In Community-based Research with Vulnerable Populations (pp. 105-119). Palgrave Macmillan, Cham.

Lac, V. T., Antunes, A. C., Daniel, J., & Mackey, J. (2022). What is the Role of Adult Facilitators in Critical Participatory Action Research? Employing Affective Labor While Navigating the Politics and the Perils Alongside Minoritized Youth Researchers. Educational Policy, 36(1), 142–168. https://doi-org.sbiproxy.uqac.ca/10.1177/08959048211059200

Lane, A., Gavins, A., Watson, A., Domitrovich, C. E., Oruh, C. M., Morris, C., Boogaard, C., Sherwood, C., Sharp, D. N., Charlot-Swilley, D., Coates, E. E., Mathis, E., Avent, G., Robertson, H., Le, H.-N., Williams, J. C., Hawkins, J., Patterson, J., Ouyang, J. X., & Hartz, K. A. (2022). Advancing Antiracism in Community-Based Research Practices in Early Childhood and Family Mental Health. Journal of the American Academy of Child & Adolescent Psychiatry, 61(1), 15–22. https://doi-org.sbiproxy.uqac.ca/10.1016/j.jaac.2021.06.018

Lau, E., & Body, A. (2021). Community alliances and participatory action research as a mechanism for re-politicising social action for students in higher education. Educational Action Research, 29(5), 738–754. https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2020.1772093

Malka, M., & Moshe-Grodofsky, M. (2021). Social-work students’ perspectives on their learning process following the implementation of community based participatory research in a community practice course. Social Work Education, 1–20. https://doi-org.sbiproxy.uqac.ca/10.1080/02615479.2021.1989398

Msimanga, M., & Hlalele, D. (2021). Critical Emancipatory Research Paradigm: Undoing Hierarchies in the Research Process. International Journal of Interdisciplinary Educational Studies, 16(2), 167–179. https://doi-org.sbiproxy.uqac.ca/10.18848/2327-011X/CGP/v16i02/167-179

Nadeem, M., & Blumenstein, M. (2021). Embedding online activities during lecture time: Roll call or enhancement of student participation? Journal of University Teaching & Learning Practice, 18(8), 1–23

Oates, C., & Bignell, C. (2022). School and university in partnership: a shared enquiry into teachers’ collaborative practices. Professional Development in Education, 48(1), 105–119. https://doi-org.sbiproxy.uqac.ca/10.1080/19415257.2019.1689520

Robbins, R., Tibbits, M., Gilbert, M., Desmarais, M. M., Fisher, C., Bower, A., … & Kaminski, J. (2022). Promoting Spiritual Wellness on a College Campus through Community Based Participatory Research.

Sales, A., Moliner, O., & Traver, J. (2021). Participatory Action Research: a case study on the school democratisation process. Research Papers in Education, 36(6), 704–725. https://doi-org.sbiproxy.uqac.ca/10.1080/02671522.2020.1767182

“Slowly by Slowly”: Youth Participatory Action Research in Contexts of Displacement. (2021). Teachers College Record, 123(11), 1–29.

Storm, S., & Jones, K. (2021). Queering critical literacies: disidentifications and queer futurity in an afterschool storytelling and roleplaying game. English Teaching: Practice & Critique (Emerald Group Publishing Limited), 20(4), 534–548. https://doi-org.sbiproxy.uqac.ca/10.1108/ETPC-10-2020-0131

Ta, G. C., Halim, S. A., Azman, N., Komoo, I., & Mokhtar, M. (2021). Evaluating research performance of research institutes within Malaysian universities: an alternative assessment framework. Tertiary Education & Management, 27(4), 331–349. https://doi-org.sbiproxy.uqac.ca/10.1007/s11233-021-09080-6

Webster-Deakin, T. (2021). Exploring the fluidity of relationships and methodology as an “insider” action researcher. Educational Action Research, 29(5), 722–737. https://doi-org.sbiproxy.uqac.ca/10.1080/09650792.2020.1748677

Wood, L. (2022). Community-Based Research with Marginalized Populations for Transformative Adult Education. In Community-based Research with Vulnerable Populations (pp. 245-265). Palgrave Macmillan, Cham.

Wood, L., & Zuber-Skerritt, O. (2022). Community-based research in higher education: Research partnerships for the common good. In Community-based Research with Vulnerable Populations (pp. 3-30). Palgrave Macmillan, Cham.

Information

Nouvelle stagiaire doctorale

Elisabeth Hould, étudiante au doctorat en éducation à l’Université du Québec à Montréal, amorce aujourd’hui un stage 135h au sein de l’équipe. Sa thèse porte sur la transposition des connaissances issues de la recherche.

Dans le cadre du stage, elle se familiarisera avec la planification et le pilotage d’une recherche participative. Elle analysera aussi le processus de coconstruction de savoirs entre chercheurs et praticiens. Le stage sera encadré par Pascale Thériault.

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Récipiendaires du concours annuel de bourses étudiantes (2021-2022)

Le comité de sélection s’est réuni cette semaine pour identifier les récipiendaires de l’édition 2021-2022 du concours.

En guise de rappel, le concours poursuit deux objectifs:

  • Reconnaitre la contribution des étudiants-chercheurs à la collaboration entre la recherche et la pratique;
  • Contribuer financièrement à l’avancement du projet de recherche d’étudiants-chercheurs.

Mélanie Renaud est récipiendaire à titre d’étudiante à la maitrise. Elle travaille sur l’évaluation en contexte d’inclusion avec Nicole Monney.

Au doctorat, trois récipiendaires ont été retenus.

Richard Garneau travaille sur les savoirs professionnels développés lors de la réalisation de situation d’enseignement-apprentissage ayant des contenus transdisciplinaires en mathématiques et en arts. Sa direction de recherche est Diane Gauthier.

Catherine Vachon travaille sur les difficultés en écriture des élèves de 16 à 24 ans à la formation générale des adultes. Ses directions de recherche sont Marie-Pierre Baron et Sandra Coulombe.

Sophie Nadeau-Tremblay travaille sur les pratiques d’accompagnement d’enseignants qui s’intéressent à la coélaboration de connaissances. Ses directions de recherche sont Stéphane Allaire et Thérèse Laferrière.

Félicitations aux quatre récipiendaires!

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Veille scientifique sur la collaboration « recherche-pratique » (octobre 2021)

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, étudiante au doctorat et agente de liaison.

Ardiç, M. A. (2021). Opinions and Attitudes of Secondary School Mathematics Teachers towards Technology. Participatory Educational Research, 8(3), 136–155.

Bayram, H. (2021). Views of Social Studies Teachers on Scientific Research Methodology. Participatory Educational Research, 8(4), 64–83. https://doi-org.sbiproxy.uqac.ca/10.17275/per.21.79.8.4

Bjørke, L., Standal, Ø. F., & Mordal Moen, K. (2021). “While we may lead a horse to water we cannot make him drink”: three physical education teachers’ professional growth through and beyond a prolonged participatory action research project. Sport, Education & Society, 26(8), 889–902. https://doi-org.sbiproxy.uqac.ca/10.1080/13573322.2020.1799781

Cruz-López, L., Digón-Regueiro, P., & Méndez-García, R. M. (2021). Social cartography as a participatory process for mapping experiences of Education for Sustainable Development and Global Citizenship: an account of the design. International Journal of Research & Method in Education, 1–13. https://doi- org.sbiproxy.uqac.ca/10.1080/1743727x.2021.1966621

Dollinger, M., D’Angelo, B., Naylor, R., Harvey, A., & Mahat, M. (2021). Participatory design for community-based research: a study on regional student higher education pathways. The Australian Educational Researcher, 48(4), 739-755.

Fine, M., Finesurrey, S., Rodriguez, A., Almonte, J., Contreras, A., Lam, A., Cruz, A., Ramírez, A. P., Mendoza, B., Savinon, S., Campbell, N., Hiraldo, J., Santos, L., Bruno, S., Victoria, A., Columna, N., Pabon, N., Laporte, M., Paulino, S., & Boissier, N. (2021). « People Are Demanding Justice » : Pandemics, Protests, and Remote Learning Through the Eyes of Immigrant Youth of Color. Journal of Adolescent Research, 36(5), 437–466. https://doi- org.sbiproxy.uqac.ca/10.1177/07435584211034873

Frye, J. J. (2021). Capacitating civic engagement with deliberative democracy initiatives. Communication Education, 70(4), 437–440. https://doi-org.sbiproxy.uqac.ca/10.1080/03634523.2021.1958240

Kayaalp, F., Meral, E., & Namlı, Z. B. (2022). An Analysis of the Effect of Writing-to-Learn Activities Regarding Students’Academic Achievement and Self-Regulation Skills in Writing. Participatory Educational Research, 9(1), 324–348. https://doi-org.sbiproxy.uqac.ca/10.17275/per.22.18.9.1

Keller, J. G., Miller, C., LasDulce, C., & Wohrle, R. G. (2021). Using a Community-Based Participatory Research Model toEncourage Parental Involvement in Their Children’s Schools. Children & Schools, 43(3), 149–158. https://doi- org.sbiproxy.uqac.ca/10.1093/cs/cdab015

McFeetors, P. J., Marynowski, R., & Candler, A. (2021). Generative Unit Assessment: Authenticity in Mathematics Classroom Assessment Practices. Education Sciences, 11(7), 366. https://doi- org.sbiproxy.uqac.ca/10.3390/educsci11070366

Moldoveanu, M., Dubé, F., Giguère, M.-H. & Grenier, N. (2021). Les retombées de la participation d’enseignantes du primaire à un projet de recherche-action au sujet de la mise en œuvre de pratiques différenciées d’enseignement de l’écriture sur leur développement professionnel. Canadian Journal of Education / Revue canadienne de l’éducation, 44(2), 405–433. https://doi-org.sbiproxy.uqac.ca/10.53967/cje/rce.v44i2.4681

Moliner, O., Lozano, J., Aguado, T., & Amiama, J. (2021). Building inclusive and democratic schools in Spain: strategies for mobilising knowledge on inclusive education through participatory action research. International Journal of Inclusive Education, 1–18. https://doi-org.sbiproxy.uqac.ca/10.1080/13603116.2021.1956604

Montiel, I., Mayoral, A. M., Navarro-Pedreño, J., & Maiques, S. (2021). Transforming Learning Spaces on a Budget: Action Research and Service-Learning for Co-Creating Sustainable Spaces. Education Sciences, 11(8), 418. https://doi- org.sbiproxy.uqac.ca/10.3390/educsci11080418

Munoz, G., Inowlocki, P., Rousseau, M. & Bouquerel, M. (2021). Une approche collaborative pour accompagner des enseignants du réseau Polytech dans la reconception de leur cours en vue de son hybridation. Revue internationale des technologies en pédagogie universitaire / International Journal of Technologies in Higher Education, 18(1), 62–74. https://doi-org.sbiproxy.uqac.ca/10.18162/ritpu-2021-v18n1-07

Ngwenya, N., Makoelle, T. M., & van der Merwe, M. (2021). Participatory Action Research as Change Strategy: A Case of Developing Inclusive Teaching and Learning Practices in an Adult Education Centre in Gauteng East District of South Africa. Interchange (0826-4805), 52(3), 393–414. https://doi-org.sbiproxy.uqac.ca/10.1007/s10780-021-09435-3

Öncü, S., & Bichelmeyer, B. A. (2021). Instructional Practices Affecting Learner Engagement in Blended Learning Environments. Participatory Educational Research, 8(3), 210–226.

Salazar, C. (2021). We are friends ? Navigating relationships with undocumented college students as co-researchers in participatory action research. International Journal of Qualitative Studies in Education (QSE), 34(8), 715–732. https://doi-org.sbiproxy.uqac.ca/10.1080/09518398.2021.1956622

Vesely, C. K. et al. « A place where my children could learn to read, write, and play » : The search for early care and education among undocumented Central American immigrant mothers. Early Childhood Research Quarterly, [s. l.], v. 56, p. 306–319, 2021. DOI 10.1016/j.ecresq.2021.03.016. Disponível em: https://search-ebscohost- com.sbiproxy.uqac.ca/login.aspx?direct=true&db=eue&AN=150928803&login.asp&lang=fr&site=ehost-live . Acesso em: 4 out. 2021.

Wilhelm, A. K., Schwedhelm, M., Bigelow, M., Bates, N., Hang, M., Ortega, L., Pergament, S., & Allen, M. L. (2021). Evaluation of a school-based participatory intervention to improve school environments using the Consolidated Framework for Implementation Research. BMC Public Health, 21(1), 1–14. https://doi- org.sbiproxy.uqac.ca/10.1186/s12889-021-11644-5

Wos, K., Kamecka-Antczak, C., & Szafrański, M. (2021). In search of solutions regarding the sex education of people withintellectual disabilities in Poland – participatory action research. European Journal of Special Needs Education, 36(4), 517–530. https://doi-org.sbiproxy.uqac.ca/10.1080/08856257.2020.1769981

Yurtyapan, E., & Kandemir, N. (2021). The Effectiveness of Teaching with Worksheets Enriched with Concept Cartoons in Science Teaching Laboratory Applications. Participatory Educational Research, 8(3), 62–87.

Information

Veille scientifique sur la collaboration « recherche-pratique » (juillet 2021)

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, étudiante au doctorat et agente de liaison.

Articles scientifiques

Abu, N. K. (2021). The Reflections of Differentiated Science Education For Gifted Students on Prospective Classroom Teachers. Participatory Educational Research, 8(2), 280–305. https://doi-org.sbiproxy.uqac.ca/10.17275/per.21.40.8.2

Altay, M., & Yüksel, D. (2021). Job Prospects of Different EMI Engineering Programmes’ Graduates. ParticipatoryEducational Research, 8(2), 460–475. https://doi-org.sbiproxy.uqac.ca/10.17275/per.21.49.8.2

Altavilla, J. (2021). The right time for research-practice partnerships. Phi Delta Kappan, 102(8), 69.

Atabey, D. (2021). The Predictive Role of Professional Concern and Quality of University Life on Attitudes toward Teaching Profession. Participatory Educational Research, 8(2), 373–390.

Aurousseau, E., Couture, C., Pulido, L., Jacob, É., Lavoie, C., Duquette, C., Bizot, D., Pacmogda, P. & Blouin, L. (2021). Unmodèle inspirant pour soutenir la réussite d’élèves autochtones en milieu urbain : le projet Petapan. Éducation et francophonie, 49(1), 71–94. https://doi-org.sbiproxy.uqac.ca/10.7202/1077002ar

Avci, B. (2021). Research methodology in critical mathematics education. International Journal of Research & Method in Education, 44(2), 135–150. https://doi-org.sbiproxy.uqac.ca/10.1080/1743727X.2020.1728527

Ay Emanet, E., & Kezer, F. (2021). The Effects of Student-Centered Teaching Methods Used in Mathematics Courses on Mathematics Achievement, Attitude, and Anxiety: A Meta-Analysis Study. Participatory Educational Research, 8(2), 240– 259.

Bovet, É., Thomas, M., Güsewell, A., Bangerter, G., Stantzos, A. & Bornand, C. (2021). Dans les coulisses d’une recherche- action : genèse et enjeux d’une recherche sur les apports de l’écoute musicale en psychiatrie. Recherches qualitatives, 40(1), 82–104. https://doi-org.sbiproxy.uqac.ca/10.7202/1076348ar

Brière, F. & Espinassy, L. (2021). De l’analyse de l’activité aux analyses didactiques : une recherche participative : mise enœuvre de l’évaluation par compétences en cycle3 en réseau d’éducation prioritaire. Phronesis, 10(1), 18–36. https://doi-org.sbiproxy.uqac.ca/10.7202/1076180ar

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Çiftçi, H. D., Ceylan, R., & Çolak, F. G. (2021). The Relationship between Preschool Children’s Social Competence Skills and Their Ability to Communicate with Their Mothers. Participatory Educational Research, 8(2), 435–459.

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