Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Partee, A., Williford, A., Downer, J., Conway, J. et Carroll, E.
(2024). Narrowing the Research-to-Practice Gap in Effective Professional Development in a State Preschool Program: Describing the Process and Findings from a Research-Practice Partnership.
Early Childhood Research Quarterly, 66(1er quartier), 157-167.
Castro, C. R., Andrade, L. C. et Del Basto Sabogal, L. M.
(2023). Child-Centered Multimethod Design: An Approach to Social Representations in Childhood Education.
Journal of Research in Childhood Education, 37(1), 1-19.
Justice, L. M., Jiang, H., Sun, J., Lin, T.-J., Purtell, K., Ansari, A. et Helsabeck, N.
(2023). Classrooms are Complex Host Environments: An Integrative Theoretical Measurement Model of the Pre-K to Grade 3 Classroom Ecology.
Early Education and Development, 34(4), 979-1009.
Pyle, A., DeLuca, C., Wickstrom, H., Danniels, E. et Fesseha, E.
(2023). Play-based learning and assessment practices in early years: methodological explorations.
Educational Research, 65(2), 248-266.
Barton, E. E.
(2023). Contributions of Mixed Methodology to Early Childhood Special Education Research.
Topics in Early Childhood Special Education, 43(3), numéro thématique.
Shernoff, E. Et Hitchcock, J. (dir.).
(2023). Special issue: Using mixed methods approaches.
School psychology, numéro thématique.
Augustine, M. E., Moding, K. J. et Stifter, C. A.
(2022). Person-centered profiles of child temperament: A comparison of coder, mother, and experimenter ratings.
Infant Behavior and Development, 68, article 101725.
Edward, S. (dir.)
(2022). Embracing challenge: Research in early childhood.
Australasian Journal of Early Childhood, numéro thématique.
Gasparini, L., Tsuji, S. et Bergmann, C.
(2022). Ten easy steps to conducting transparent, reproducible meta-analyses for infant researchers.
Infancy, 27(4), 736-764.
Lavoie, J., Murray, A. L., Skinner, G. et Janiczek, E.
(2022). Measuring morality in infancy: A scoping methodological review.
Infant and Child Development, 31(3), article 2298.
Lillard, A. S.
(2022). Pretending at hand: How children perceive and process puppets.
Cognitive Development, 63, article 101202.
DeRoy-Ringuette, R. et Montésinos-Gelet, I.
(2022). Aperçu de quelques modèles de recherche de développement d’objet en éducation et présentation d’une démarche pour le développement d’une grille d’évaluation des albums jeunesse.
Revue canadienne des jeunes chercheures et chercheurs en éducation, 13(2), 77-88.
Mitchelmore, S.
(2021). Lingering in an attitude of research: The critical potential of quotidien practices in early childhood education.
Contemporary Issues in Early Childhood, 22(1), 59-75.
Bono, R., Alarcón, R. et Blanca, M. J.
(2021). Report Quality of Generalized Linear Mixed Models in Psychology: A Systematic Review.
Frontiers in Psychology, 12, article 666182.
Jebb, A. T., Ng, V. et Tay, L.
(2021). A Review of Key Likert Scale Development Advances: 1995–2019.
Frontiers in Psychology, 12, article 637547.
Kretschmer, T.
(2021). The Value of Multiple-Generation Cohorts for Studying Parenting and Child Development.
Child Development Perspectives, 15(2), 83-89.
Hawes, Z., Merkley, R., Stager, C. L. et Ansari, D.
(2021). Integrating numerical cognition research and mathematics education to strengthen the teaching and learning of early number.
British Journal of Educational Psychology, 91(4), 1073-1109.
Bertin-Renoux, A. et Guérin, J.
(2021). L’analyse de la dimension intime de l’activité scientifique d’apprentis-chercheurs en Sciences de l’éducation et de la formation (SEF).
Éducation et socialisation. Les Cahiers du CERFEE, 61, en ligne.
Carpanetti, M. G. et Monceau, G.
(2021). Implications des consultants qualité dans l’institutionnalisation du nouveau mode de pilotage du système éducatif chilien.
Éducation et socialisation. Les Cahiers du CERFEE, (61).
Movahedazarhouligh, S.
(2021). A Scoping Review of the Knowledge Base, Landscape, and in Leadership Literature in Early Intervention, Early Childhood, and Early Childhood Special Education.
Infants & Young Children, 34(3), 159-177.
Ministère de la Santé et des Services sociaux.
(2021). Conditions du succès d'une activité de soutien aux pratiques parentales.
La Direction des communications du ministère de la Santé et des Services sociaux.
Movahedazarhouligh, S.
(2021). A Scoping Review of the Knowledge Base, Landscape, and Trends in Leadership Literature in Early Intervention, Early Childhood, and Early Childhood Special Education.
Infants & Young Children, 34(3), 159-177.
Lee, J.
(2020). Coding in early childhood.
Contemporary Issues in Early Childhood, 21(3), 266-269.
Kemp, C.
(2020). Research Informing Practice in Early Childhood Intervention : How Hard Can It Be?
Infants & Young Children, 33(3), 163-172.
Foundation for Child Development.
(2020). Getting it Right : Using Implementation Research to Improve Outcomes in Early Care and Education.
Foundation for Child Development.
Åberg, E. S. et Insulander, E.
(2019). Challenges in working with pedagogical quality in preschools – a meta-interpretation synthesis of empirical studies.
Early Child Development and Care, 189(2), 328-338.
Deschenaux, F. et Royer, C.
(2019). La recherche qualitative: de la vulnérabilité à la découverte.
Recherche Qualitative, 38(2), 1-141.
Kyritsi, K.
(2019). Doing Research With Children: Making Choices on Ethics and Methodology That Encourage Children’s Participation.
Journal of Childhood Studies, 44(2), 39-50.
Mitchelmore, S.
(2019). Lingering in an attitude of research : The critical potential of quotidien practices in early childhood education.
Contemporary Issues in Early Childhood, Prépublication, 1-17.
Myriam Villeneuve-Lapointe et Moreau, A. C.
(2019). Les Méthodologies de recherche en orthographe : Stratégies de rédaction d’une recension intégrative d’écrits scientifiques.
Revue Canadienne des Jeunes Chercheures et Chercheurs en Éducation, 10(2), 63-74.
Walker, D., Sepulveda, S. J., Hoff, E., Rowe, M. L., Schwartz, I. S., Dale, P. S., Peterson, C. A., Diamond, K., Goldin-Meadowh, S., Levine, S. C., Wasik, B. H., Horm, D. M. et Bigelow, K. M.
(2019). Language intervention research in early childhood care and education: A systematic survey of the literature.
Early Childhood Research Quarterly, 50, Part 1, 68-85.
Barnes, T. N., Cipriano, C., Flynn, L., Rivers, S. E. et Xu, W.
(2019). Validating the Recognizing Excellence in Learning and Teaching (RELATE) Tool for Special Education Classrooms.
The Journal of Experimental Education, 87(3), 415-429.
Berrío, Á. I., Herrera, A. N. et Gómez-Benito, J.
(2019). Effect of Sample Size Ratio and Model Misfit When Using the Difficulty Parameter Differences Procedure to Detect DIF.
The Journal of Experimental Education, 87(3), 367-383.
Boddy, J., Bragg, S., Sims-Schouten, W. et Stryker, R. (dir.).
(2019). The Future of Childhood Studies.
Children and Society, 33(4), numéro thématique.
Burman, E.
(2019). Child as method: implications for decolonising educational research.
International Studies in Sociology of Education, 28(1), 4-26.
Coll, C.G.
(2019). Meta-Analysis and Individual Participant Data Synthesis in Child Development.
Child Development, 90(4), 1939-2050.
Deguara, J.
(2019). Young children’s drawings: A methodological tool for data analysis.
Journal of Early Childhood Research, 17(2), 157-174.
Harwell, M.
(2019). Don't Expect Too Much: The Limited Usefulness of Common SES Measures.
The Journal of Experimental Education, 87(3), 353-366.
Elisabeth Jacob et Aurousseau, E.
(2019). 10 paramètres à savoir avant d’entreprendre une recherche collaborative lors d’une thèse de doctorat.
Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en éducation, 10(1), 122-130.
Jutras, S.
(2019). Mon compagnon de rédaction scientifique.
Montréal, QC : Éditions JFD.
Leggett, N. et Newman, L.
(2019). Owning it: educators’ engagement in researching their own practice.
European Early Childhood Education Research Journal, 27(1), 138-150.
Leroux, A. J.
(2019). Student Mobility in Multilevel Growth Modeling: A Multiple Membership Piecewise Growth Model.
The Journal of Experimental Education, 87(3), 430-448.
Newman, L. et Leggett, N.
(2019). Practitioner research: with intent.
European Early Childhood Education Research Journal, 27(1), 120-137.
Park, S. et Beretvas, S. N.
(2019). Using total sample size weights in meta-analysis of log-odds ratios.
The Journal of Experimental Education, 87(3), 400-414.
Rapanta, C. et Felton, M.
(2019). Mixed methods research in inquiry-based instruction: an integrative review.
International Journal of Research & Method in Education, 42(3), 288-304.
Runesson Kempe, U.
(2019). Teachers and researchers in collaboration. A possibility to overcome the research‐practice gap?
European Journal of Education, 54(2), 250-260.
Underwood, K., Smith, A. et Martin, J.
(2019). Institutional mapping as a tool for resource consultation.
Journal of Early Childhood Research, 17(2), 129-139.
Vispoel, W. P., Morris, C. A. et Sun, L.
(2019). Computerized and traditional administration of questionnaires: Psychometric quality and completion time for measures of self-concept.
The Journal of Experimental Education, 87(3), 384-399.
Begolli, K. N. et Richland, L. E.
(2018). Bridging Cognitive Science and Real Classrooms: A Video Methodology for Experimental Research.
The Journal of Experimental Education, 86(4), 671-689.
Brand, R. J., Gans, R. T. H., Himes, M. M. et Libster, N. R
(2018). Playdates: A Win-Win-Win Strategy for Recruitment of Infant Participants.
Infancy, 24(1), 110-115.
Breathnach, H., Danby, S. et O’Gorman, L.
(2018). Becoming a member of the classroom: supporting children’s participation as informants in research.
European Early Childhood Education Research Journal, 26(3), 393-406.
Fane, J., MacDougall, C., Jovanovic, J., Redmond, G. et Gibbs, L.
(2018). Exploring the use of emoji as a visual research method for eliciting young children’s voices in childhood research.
Early Child Development and Care, 188(3), 359-374.
Gottlieb, A.
(2018). The New Childhood Studies: Reflections on Some Recent Collaborations between Anthropologists and Psychologists.
AnthropoChildren, 8, 1-21.
Roa, D. S. J., Whitebread, D. et Guzmán, B. G.
(2018). Methodological issues in representing children’s perspectives in transition research.
European Early Childhood Education Research Journal, 26(5), 760-779.
Samuri, S. M., Rahmatullah, B., Abdullah, N., Ahmad, A., Isa, Z. M. et Hammed, H.
(2018). Early Childhood Research Landscape on Children’s Profile: Coherent Taxonomy, Motivation, Open Challenges, Recommendations and, Pathways for Future Research.
Child Indicators Research, 11(5), 1603-1630.
Rawlings, B., Flynn, E. et Kendal, R.
(2017). To copy or to innovate? The role of personality and social networks in children’s learning strategies.
Child Development Perspectives, 11(1), 39-44.
Gunnarsdottir, B. et Bateman, A.
(2017). Children and childhoods: Agency, anticipation and contribution.
Early Childhood Folio, 21(1), 33-38.
Card, N. A. (dir.).
(2017). Developmental methodology.
Monographs of the Society for Research in Child Development, 82(2), 1-167.
Dearing, E. et Zachrisson, H. D.
(2017). Concern over internal, external, and incidence validity in studies of child-care quantity and externalizing behavior problems.
Child Development Perspectives, 11(2), 133-138.
Gervais, M.-J.
(2017). Les relations chercheurs-praticiens comme déterminant de l’utilisation des connaissances issues des recherches : étude dans le domaine des sciences humaines et sociales.
Thèse de doctorat, UQAM, Montréal, Canada.
Hedges, H. et Cooper, M.
(2017). Collaborative meaning-making using video footage: Teachers and researchers analyse children’s working theories about friendship.
European Early Childhood Education Research Journal, 25(3), 398-411.
Kuby, C. R. et Rowsell, J.
(2017). Early literacy and the posthuman: Pedagogies and methodologies.
Journal of Early Childhood Literacy, 17(3), 285-462.
Palaiologou, I.
(2017). The use of vignettes in participatory research with young children.
International Journal of Early Years Education, 25(3), 308-322.
Shonkoff, J. P.
(2017). Rethinking the definition of evidence-based interventions to promote early childhood development.
Pediatrics, 140(6), article 3136.
Conners-Burrow, N. A., Patrick, T., Kyzer, A. et McKelvey, L.
(2017). A preliminary evaluation of REACH: Training early childhood teachers to support children’s social and emotional development.
Early Childhood Education Journal, 45(2), 187-199.
Messier, G et Dumais, C.
(2016). L’anasynthèse comme cadre méthodologique pour la recherche théorique : deux exemples d’application en éducation.
Recherches Qualitatives, 35(1), 56-75.
Lipponen, L., Rajala, A., Hilppö, J. et Paananen, M.
(2016). Exploring the foundations of visual methods used in research with children.
European Early Childhood Education Research Journal, 24(6), 936-946.
Dessus, P., Cosnefroy, O. et Luengo, V.
(2016). Keep your eyes on “em all!": A mobile eye-tracking analysis of teachers’ sensitivity to students.
Dans K. Verbert, M. Sharples et T. Klobučar (dir.), 11^th European Conference on Technology Enhanced Learning (EC-℡ 2016) (p. 72-84). Springer.
Murray, J.
(2016). Young children are researchers: Children aged four to eight years engage in important research behaviour when they base decisions on evidence.
European Early Childhood Education Research Journal, 24(5), 705-720.
Pálmadóttir, H. et Einarsdóttir, J.
(2016). Video observations of children's perspectives on their lived experiences: challenges in the relations between the researcher and children.
European Early Childhood Education Research Journal, 24(5), 721-733.
Shannon, D., Smith, S. et Dana, N.
(2016). Practitioner Research in Early Childhood Education and Care.
Infants & Young Children, 29(4), 312-334.

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