{"id":370,"date":"2021-01-15T15:36:46","date_gmt":"2021-01-15T20:36:46","guid":{"rendered":"http:\/\/www.uqac.ca\/prpe\/?p=370"},"modified":"2021-01-15T15:37:22","modified_gmt":"2021-01-15T20:37:22","slug":"veille-scientifique-sur-la-collaboration-recherche-pratique-janvier-2021","status":"publish","type":"post","link":"https:\/\/www.uqac.ca\/prpe\/veille-scientifique-sur-la-collaboration-recherche-pratique-janvier-2021\/","title":{"rendered":"Veille scientifique sur la collaboration \u00ab recherche-pratique \u00bb (janvier 2021)"},"content":{"rendered":"

En collaboration avec le Consortium r\u00e9gional de recherche en \u00e9ducation, l’\u00e9quipe amorce ce mois-ci la publication d’une veille informationnelle sur la collaboration entre la recherche et la pratique en \u00e9ducation. La responsabilit\u00e9 de cette veille est assur\u00e9e par \u00c9milie St-Pierre, \u00e9tudiante au doctorat et agente de liaison.<\/p>\n

Articles scientifiques<\/strong><\/p>\n

Avgitidou, S. (2020). Facilitating teachers as proposals.\u00a0Educational Action Research<\/em>,\u00a028<\/em>(2), 175-191. https:\/\/doi.org\/10.1080\/09650792.2019.1654900<\/a><\/p>\n

Borrett, E. (2020).\u00a0Using Visual and Participatory Research Methods to Describe Processes of Educational Resilience in Returners to Education<\/em>\u00a0(Doctoral dissertation, University of East London).
\nhttps:\/\/doi.org\/10.15123\/uel.883qz<\/a><\/p>\n

Brizee, A. (2020). What Happens When We Fail? Building Resilient Community-Based Research.\u00a0Journal of Technical Writing and Communication<\/em>,\u00a050<\/em>(4), 339-375. https:\/\/doi.org\/10.1177\/0047281619876292<\/a><\/p>\n

David-Chavez, D. M., Valdez, S., Estevez, J. B., Mel\u00e9ndez Mart\u00ednez, 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.\u00a0AlterNative: An International Journal of Indigenous Peoples<\/em>,\u00a016<\/em>(3), 220-232. https:\/\/doi.org\/10.1177\/1177180120952896<\/a><\/p>\n

El Hilali, G. J., Nadeau, M., & Fisher, C. (2020). L\u2019effet des dict\u00e9es m\u00e9tacognitives-interactives sur la comp\u00e9tence \u00e0 orthographier les homophones grammaticaux en r\u00e9daction. Rep\u00e8res. Recherches en didactique du fran\u00e7ais langue maternelle, (60), 45-63. https:\/\/doi.org\/10.4000\/reperes.2291<\/a><\/p>\n

Gigu\u00e8re, M. H., Nadeau, M., Fisher, C., Arseneau, R., & Quevillon Lacasse, C. (2020). L\u2019accompagnement professionnel pour d\u00e9velopper des dispositifs didactiques innovants en syntaxe et en ponctuation: regards de conseill\u00e8res p\u00e9dagogiques.\u00a0Recherches en didactique des langues et des cultures. Les cahiers de l’Acedle<\/em>,\u00a017<\/em>(17-2). https:\/\/doi.org\/10.4000\/rdlc.7457<\/a><\/p>\n

Goff, W. (2020). Gatekeeper Engagement and the Importance of Phronesis-Praxis in School-Based Research.\u00a0New Zealand Journal of Educational Studies<\/em>,\u00a055<\/em>(2), 321-335. https:\/\/doi.org\/10.1007\/s40841-020-00177-x<\/a><\/p>\n

Hilli, C. (2020). Distance teaching in small rural primary schools: a participatory action research project.\u00a0 Educational Action Research<\/em>,\u00a028<\/em>(1), 38-52. https:\/\/doi.org\/10.1080\/09650792.2018.15 26695<\/a><\/p>\n

Luguetti, C., & Oliver, K. L. (2020). \u2018I became a teacher that respects the kids\u2019 voices\u2019: challenges and facilitators pre-service teachers faced in learning an activist approach.\u00a0Sport, Education and Society<\/em>. 25<\/em>(4), 423-435. https:\/\/doi.org\/10.1080\/13573322.2019.1601620<\/a><\/p>\n

Malebese, M. E. L., & Tlali, M. F. (2020). Teaching of English first additional language in rural learning environments: a case for problem-based learning.\u00a0International Journal of Inclusive Education<\/em>,\u00a024<\/em>(14), 1540-1551. https:\/\/doi.org\/10.1080\/13603116.2018.1544300<\/a><\/p>\n

Mart\u00ednez, J. P. C., Catas\u00fas, M. G., & Fontanillas, T. R. (2020). Impact of using learning analytics in asynchronous online discussions in higher education.\u00a0International Journal of Educational Technology in Higher Education<\/em>,\u00a017<\/em>(1), 1-18. https:\/\/doi.org\/10.1186\/s41239-020-00217-y<\/a><\/p>\n

O\u2019Brien, N., & Dadswell, A. (2020). Reflections on a participatory research project exploring bullying and school self-exclusion: power dynamics, practicalities and partnership working.\u00a0Pastoral Care in Education<\/em>,\u00a038<\/em>(3), 208-229. https:\/\/doi.org\/10.1080\/02643944.2020.1788126<\/a><\/p>\n

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.\u00a0Environmental Education Research<\/em>, 26<\/em>(11), 1578-1593. https:\/\/doi.org\/10.1080\/13504622.2020.1788515<\/a><\/p>\n

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.\u00a0Review of Educational Research<\/em>,\u00a090<\/em>(5), 627-674. https:\/\/doi.org\/10.3102\/0034654320938126<\/a><\/p>\n

Samimi, C., & Sliva, S. (2020). It\u2019s Symbiotic: Exploring the Facilitators and Outcomes of a Successful Community-University Research Partnership.\u00a0Journal of Social Service Research<\/em>,\u00a046<\/em>(5), 613-622.https:\/\/doi.org\/10.1080\/01488376.2019.1612820<\/a><\/p>\n

Stokes, T. (2020). Using participatory methods with young children; reflections on emergent \u2018ethically important moments\u2019 in school-based research.\u00a0Irish Educational Studies<\/em>, 39<\/em>(3), 375-387. https:\/\/doi.org\/10.1080\/03323315.2019.1697944<\/a><\/p>\n

Trott, C. D., Sample McMeeking, L. B., & Weinberg, A. E. (2020). Participatory action research experiences for undergraduates: forging critical connections through community engagement.\u00a0Studies in Higher Education<\/em>,\u00a045<\/em>(11), 2260-2273. https:\/\/doi.org\/10.1080\/03075079.2019.1602759<\/a><\/p>\n

Zocher, J. L., & Hougham, R. J. (2020). Implementing Ecopedagogy as an Experiential Approach to Decolonizing Science Education.\u00a0Journal of Experiential Education<\/em>, 43<\/em>(3), 232-247. https:\/\/doi.org\/10.1177\/1053825920908615<\/a><\/p>\n

Num\u00e9ros de revues<\/strong><\/p>\n

Kormaz, \u00d6. (2020, ao\u00fbt). Participatory educational research (PER).<\/em> 7<\/em>(2). https:\/\/www.perjournal.com\/volume-7-issue-2-august-2020-online-first\/<\/a><\/p>\n

Kormaz, \u00d6. (2020, d\u00e9cembre). Participatory educational research (PER).<\/em> 7<\/em>(3). https:\/\/www.perjournal.com\/volume-7-issue-3-december-2020-online-first\/<\/a><\/p>\n

Revue hybride de l\u2019\u00e9ducation. (2020, novembre). La recherche participative au service de l’\u00e9valuation<\/em><\/a>. 4<\/em>(4). https:\/\/doi.org\/10.1522\/rhe.v4i4<\/a><\/p>\n

Chapitre de livre<\/strong><\/p>\n

Nadeau, M., Arseneau, R., Fisher, C. & Quevillon Lacasse, C. (2020). Les dict\u00e9es m\u00e9tacognitives interactives\u00a0: un dispositif didactique prometteur pour le d\u00e9veloppement de la comp\u00e9tence orthographique en milieu minoritaire. In J. Thibeault et C. Fleuret (dir.),\u00a0Didactique du fran\u00e7ais en contextes minoritaires<\/em>, Les Presses de l\u2019Universit\u00e9 d\u2019Ottawa.<\/p>\n","protected":false},"excerpt":{"rendered":"

En collaboration avec le Consortium r\u00e9gional de recherche en \u00e9ducation, l’\u00e9quipe amorce ce mois-ci la publication d’une veille informationnelle sur la collaboration entre la recherche et la pratique en \u00e9ducation. La responsabilit\u00e9 de cette veille est assur\u00e9e par \u00c9milie St-Pierre, \u00e9tudiante au doctorat et agente de liaison. Articles scientifiques Avgitidou, S. (2020). Facilitating teachers as … Continuer la lecture de Veille scientifique sur la collaboration \u00ab recherche-pratique \u00bb (janvier 2021)<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[2],"tags":[99],"acf":[],"_links":{"self":[{"href":"https:\/\/www.uqac.ca\/prpe\/wp-json\/wp\/v2\/posts\/370"}],"collection":[{"href":"https:\/\/www.uqac.ca\/prpe\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.uqac.ca\/prpe\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.uqac.ca\/prpe\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.uqac.ca\/prpe\/wp-json\/wp\/v2\/comments?post=370"}],"version-history":[{"count":5,"href":"https:\/\/www.uqac.ca\/prpe\/wp-json\/wp\/v2\/posts\/370\/revisions"}],"predecessor-version":[{"id":383,"href":"https:\/\/www.uqac.ca\/prpe\/wp-json\/wp\/v2\/posts\/370\/revisions\/383"}],"wp:attachment":[{"href":"https:\/\/www.uqac.ca\/prpe\/wp-json\/wp\/v2\/media?parent=370"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.uqac.ca\/prpe\/wp-json\/wp\/v2\/categories?post=370"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.uqac.ca\/prpe\/wp-json\/wp\/v2\/tags?post=370"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}