{"id":560,"date":"2022-05-05T10:18:04","date_gmt":"2022-05-05T14:18:04","guid":{"rendered":"http:\/\/www.uqac.ca\/prpe\/?p=560"},"modified":"2022-05-05T10:18:04","modified_gmt":"2022-05-05T14:18:04","slug":"veille-scientifique-sur-la-collaboration-recherche-pratique-avril-2022","status":"publish","type":"post","link":"https:\/\/www.uqac.ca\/prpe\/veille-scientifique-sur-la-collaboration-recherche-pratique-avril-2022\/","title":{"rendered":"Veille scientifique sur la collaboration \u00ab recherche-pratique \u00bb (avril 2022)"},"content":{"rendered":"

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

Allaire, S. (2022). Co\u00e9laborer des connaissances au baccalaur\u00e9at : analyse d\u2019une pratique \u00e0 partir d\u2019un cadre de r\u00e9f\u00e9rence des comp\u00e9tences du 21e si\u00e8cle. Revue hybride de l’\u00e9ducation, 5(2), 170\u2013189. https:\/\/doi-org.sbiproxy.uqac.ca\/10.1522\/rhe.v5i2.1228<\/a><\/p>\n

Audet, G., Borri-Anadon, C., Gosselin-Gagn\u00e9, J. & Koubeissy, R. (2022). De \u00ab donner la parole \u00bb aux praticiens \u00e0 \u00ab tenir parole \u00bb comme chercheures : enjeux et d\u00e9fis de l\u2019utilisation de r\u00e9cits de pratique. Enjeux et soci\u00e9t\u00e9, 9(1), 11\u201332. https:\/\/doi-org.sbiproxy.uqac.ca\/10.7202\/1087828ar<\/a><\/p>\n

Bj\u00f8rke, L., Standal, \u00d8. F., & Mordal Moen, K. (2022). \u2018What we have done now is more student-centred\u2019: an investigation of physical education teachers\u2019 reflections over a one-year participatory action research project. Educational Action Research, 1\u201318. https:\/\/doi-org.sbiproxy.uqac.ca\/10.1080\/09650792.2022.2062407<\/a><\/p>\n

Brown, N. (2022). Scope and continuum of participatory research. International Journal of Research & Method in Education, 45(2), 200\u2013211. https:\/\/doi-org.sbiproxy.uqac.ca\/10.1080\/1743727X.2021.1902980<\/a><\/p>\n

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\u201338. https:\/\/doi-org.sbiproxy.uqac.ca\/10.1080\/09650792.2020.1777440<\/a><\/p>\n

Call-Cummings, M., N\u00ed Shean\u00e1in, \u00da., & Buttimer, C. (2022). School-based YPAR: negotiating productive tensions of participation and possibility. Educational Action Research, 30(1), 76\u201391. https:\/\/doi-org.sbiproxy.uqac.ca\/10.1080\/09650792.2020.1776136<\/a><\/p>\n

Collard-Fortin, U., Gagn\u00e9, A., Coulombe, S., Cody, N., Rajotte, T. & Doucet, M. (2022). Plateforme num\u00e9rique d\u2019accompagnement professionnel en enseignement : d\u00e9fis li\u00e9s \u00e0 son \u00e9laboration, \u00e0 sa mise en \u0153uvre et aux strat\u00e9gies collaboratives d\u00e9ploy\u00e9es. Revue hybride de l’\u00e9ducation, 5(2), 106\u2013126. https:\/\/doi-org.sbiproxy.uqac.ca\/10.1522\/rhe.v5i2.1250<\/a><\/p>\n

Cumbo, B., & Selwyn, N. (2022). Using participatory design approaches in educational research. International Journal of Research & Method in Education, 45(1), 60\u201372. https:\/\/doi-org.sbiproxy.uqac.ca\/10.1080\/1743727X.2021.1902981<\/a><\/p>\n

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\u2013211. https:\/\/doi-org.sbiproxy.uqac.ca\/10.1080\/00405841.2022.2036060<\/a><\/p>\n

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\u2013315. \u00a0 https:\/\/doi-org.sbiproxy.uqac.ca\/10.3138\/cjpe.70920<\/a><\/p>\n

Latulipe, N., Raby, C., O’Connell, L. & St-Onge, G. (2022). D\u00e9veloppement de comp\u00e9tences dites du 21e si\u00e8cle chez les enfants \u00e0 l\u2019\u00e9ducation pr\u00e9scolaire gr\u00e2ce \u00e0 la programmation et \u00e0 la robotique : une recherche-action. Revue hybride de l’\u00e9ducation, 5(2), 190\u2013209. https:\/\/doi-org.sbiproxy.uqac.ca\/10.1522\/rhe.v5i2.1234<\/a><\/p>\n

Marciano, J. E., & Vellanki, V. (2022). Generating New Narratives: Examining Youths\u2019 Multiliteracies Practices in Youth Participatory Action Research. Research in the Teaching of English, 56(3), 245\u2013274.<\/p>\n

Miedijensky, S., & Sasson, I. (2022). Participatory action research as a way to innovate mathematics and science teaching, teachers\u2019 professional development perceptions and performances. Educational Action Research, 30(1), 39\u201360. \u00a0 https:\/\/doi-org.sbiproxy.uqac.ca\/10.1080\/09650792.2020.1802320<\/a><\/p>\n

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\u2013112. https:\/\/doi-org.sbiproxy.uqac.ca\/10.1080\/1743727X.2021.1926971<\/a><\/p>\n

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\u2013551. https:\/\/doi-org.sbiproxy.uqac.ca\/10.1007\/s11165-020-09960-8<\/a><\/p>\n

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\u2013466. https:\/\/doi-org.sbiproxy.uqac.ca\/10.1080\/0020739X.2020.1775320<\/a><\/p>\n

Th\u00e8se de doctorat<\/strong><\/p>\n

Tardif, S. (2021). La r\u00e9silience scolaire de bacheliers vivant avec un trouble d\u00e9veloppemental du langage (Doctoral dissertation, Universit\u00e9 du Qu\u00e9bec \u00e0 Chicoutimi).<\/p>\n","protected":false},"excerpt":{"rendered":"