Veille informationnelle sur la recherche en transfert de connaissances

Domaine de recherche: éducation

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Briand-Lamarche, M., Pinard, R., Thériault, P., & Dagenais, C. (2018). Développement participatif d’un référentiel de compétences pour favoriser l’utilisation de la recherche en éducation : une analyse critique. Canadian Journal of Education/Revue canadienne de l’éducation, 41(2), 524–553. Retrieved from http://journals.sfu.ca/cje/index.php/cje-rce/article/view/3202
Briand-Lamarche, M., Pinard, R., Theriault, P., & Dagenais, C. (2016). Evaluation of the Processes and Outcomes of Implementing a Competency Model to Foster Research Knowledge Utilization in Education. International Journal of Higher Education, 5(3), p168. https://doi.org/10.5430/ijhe.v5n3p168
Hall, L. J. (2015). Sustaining Evidence-Based Practices by Graduated Special Educators of Students With ASD Creating a Community of Practice. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 38(1), 28–43. https://doi.org/10.1177/0888406414558883
Gaussel, M. (2015, January 9). Production et valorisation des savoirs scientifiques sur l’éducation. Retrieved February 2, 2015, from http://edupass.hypotheses.org/664
Marion, C., & Houlfort, N. (2015). Transfert de connaissances issues de la recherche en éducation : situation globale, défis et perspectives. Nouveaux cahiers de la recherche en éducation, 18(2), 56–89. https://doi.org/10.7202/1036033ar
Ilhan, N., Sözbilir, M., Şekerci, A. R., & Yıldırım, A. (2015). Turkish Science Teachers’ Use of Educational Research and Resources. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1231–1248. Retrieved from http://www.ejmste.com/Makale.aspx?kimlik=2383
Awad, N. (2015). Knowledge transfer intervention theory: A model grounded in the strategies used by intermediate agents in the context of education (Ph.D.). Université de Montréal. Retrieved from http://www.equiperenard.ca/knowledge-transfer-intervention-theory-model-grounded-strategies-used-intermediate-agents-context-education-ph-d/
Lysenko, L. V., Abrami, P. C., Bernard, R. M., Dagenais, C., & Janosz, M. (2014). Educational Research in Educational Practice: Predictors of Use. Canadian Journal of Education/Revue Canadienne de l’éducation, 37(2), 1–26. Retrieved from http://journals.sfu.ca/cje/index.php/cje-rce/article/view/1477
Felton, N. D. (2014). A Mixed-Methods Inquiry into Science Teachers’ Perceptions of the Effects of Professional Development Experiences on Implementation of Research-Based Instructional Practices (Ph.D.). Ann Arbor, United States. Retrieved from http://scholarworks.uno.edu/td/1795/
Lameul, G., Villiot-Leclercq, E., Douzet, C., & Docq, F. (2014). Démarche d’exploitation des résultats et diffusion auprès des acteurs de l’enseignement supérieur. Éducation & Formation, e-301(e-301), 123–136. Retrieved from http://dial.academielouvain.be/downloader/downloader.php?pid=boreal:145381&datastream=PDF_01
Storey, V. A., & Hesbol, K. A. (2014). Can the Dissertation in Practice Bridge the Researcher–Practitioner Gap? Journal of School Public Relations, 35. Retrieved from http://www.researchgate.net/profile/Valerie_Storey/publication/272480534_Can_the_Dissertation_in_Practice_Bridge_the_ResearcherPractitioner_Gap/links/54e4f91e0cf29865c335ada7.pdf
Hamilton, S. F., Chen, E. K., Pillemer, K., & Meador, R. H. (2013). Research use by Cooperative Extension Educators in New York State. Journal of Extension, 51(3), 3FEA2. Retrieved from http://www.joe.org/joe/2013june/a2.php
Levin, B. (2013). To know is not enough: research knowledge and its use. Review of Education, 1(1), 2–31. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/rev3.3001/abstract
Research use in education: An online survey of school practitioners | Brock Education: A Journal of Educational Research and Practice. (n.d.). Retrieved from https://journals.library.brocku.ca/brocked/index.php/home/article/view/431

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Dagenais, C., Pinard, R., St-Pierre, M., Briand-Lamarche, M., Cantave, A. K., & Péladeau, N. (2015). Using concept mapping to identify conditions that foster knowledge translation from the perspective of school practictioners. Research Evaluation, rvv026. https://doi.org/10.1093/reseval/rvv026
Neal, J. W., Neal, Z. P., Kornbluh, M., Mills, K. J., & Lawlor, J. A. (2015). Brokering the Research–Practice Gap: A typology. American Journal of Community Psychology, 56(3–4), 422–435. https://doi.org/10.1007/s10464-015-9745-8
Montgomery, C., & Smith, L. C. (2015). Bridging the Gap between Researchers and Practitioners. Die Unterrichtspraxis/Teaching German, 48(1), 100–113. https://doi.org/10.1111/tger.10183
Pas, E. T., Bradshaw, C. P., Becker, K. D., Domitrovich, C., Berg, J., Musci, R., & Ialongo, N. S. (2015). Identifying Patterns of Coaching to Support the Implementation of the Good Behavior Game: The Role of Teacher Characteristics. School Mental Health, 7(1), 61–73. https://doi.org/10.1007/s12310-015-9145-0
Hall, L. J. (2015). Sustaining Evidence-Based Practices by Graduated Special Educators of Students With ASD Creating a Community of Practice. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 38(1), 28–43. https://doi.org/10.1177/0888406414558883
Cook, C. R., Lyon, A. R., Kubergovic, D., Wright, D. B., & Zhang, Y. (2015). A Supportive Beliefs Intervention to Facilitate the Implementation of Evidence-Based Practices Within a Multi-Tiered System of Supports. School Mental Health, 7(1), 49–60. https://doi.org/10.1007/s12310-014-9139-3
Gaussel, M. (2015, January 9). Production et valorisation des savoirs scientifiques sur l’éducation. Retrieved February 2, 2015, from http://edupass.hypotheses.org/664
Massell, D., Goertz, M. E., & Barnes, C. A. (2015). Engaging Practitioners in State School Improvement Initiatives. Peabody Journal of Education, 90(1), 113–127. https://doi.org/10.1080/0161956X.2015.988540
Nelson, I. A., London, R. A., & Strobel, K. R. (2015). Reinventing the Role of the University Researcher. Educational Researcher, 44(1), 17–26. https://doi.org/10.3102/0013189X15570387
Meeks, S., Getz, B. R., Hess, L. S., Kostiwa, I. M., Ludwin, B. M., Rodgers, J. R., & Shah, S. N. (2015). The BE-ACTIV Project: How Research, Professional Training, Education, and Practice Were Integrated in a Single Clinical Trial. Gerontology & Geriatrics Education, 36(3), 318–329. https://doi.org/10.1080/02701960.2015.1031893
Hagermoser Sanetti, L. M., Collier-Meek, M. A., Long, A. C. J., Byron, J., & Kratochwill, T. R. (2015). Increasing teacher treatment integrity of behavior support plans through consultation and Implementation Planning. Journal of School Psychology, 53(3), 209–229. https://doi.org/10.1016/j.jsp.2015.03.002
Archibald, T. (2015). “They Just Know”: The epistemological politics of “evidence-based” non-formal education. Evaluation and Program Planning, 48, 137–148. Retrieved from http://www.sciencedirect.com/science/article/pii/S0149718914000895
Ruble, L. A., & McGrew, J. H. (2015). COMPASS and Implementation Science. Cham: Springer International Publishing. Retrieved from http://link.springer.com/10.1007/978-3-319-18555-2
Ilhan, N., Sözbilir, M., Şekerci, A. R., & Yıldırım, A. (2015). Turkish Science Teachers’ Use of Educational Research and Resources. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1231–1248. Retrieved from http://www.ejmste.com/Makale.aspx?kimlik=2383
Sharples, J., & Sheard, M. (2015). Developing an evidence-informed support service for schools – reflections on a UK model. Evidence & Policy: A Journal of Research, Debate and Practice, (fast track article). Retrieved from http://www.ingentaconnect.com/content/tpp/ep/pre-prints/content-EvP_041
Awad, N. (2015). Knowledge transfer intervention theory: A model grounded in the strategies used by intermediate agents in the context of education (Ph.D.). Université de Montréal. Retrieved from http://www.equiperenard.ca/knowledge-transfer-intervention-theory-model-grounded-strategies-used-intermediate-agents-context-education-ph-d/
Koro-Ljungberg, M. (2014). A methodological framework for studying policy-oriented teacher inquiry in qualitative research contexts. Teachers and Teaching, 20(6), 764–782. Retrieved from http://dx.doi.org/10.1080/13540602.2014.885703
Lloyd, C. M., Morris, P. A., & Portilla, X. A. (2014). Implementing the Foundations of Learning Project: Considerations for Preschool Intervention Research. Journal of Prevention & Intervention in the Community, 42(4), 282–299. https://doi.org/10.1080/10852352.2014.943641
Collins, P. M., Kirkhart, K. E., & Brown, T. (2014). Envisioning an Evaluation Curriculum to Develop Culturally Responsive Evaluators and Support Social Justice. New Directions for Evaluation, 2014(143), 23–36. https://doi.org/10.1002/ev.20091
Brown, C., & Rogers, S. (2014). Knowledge creation as an approach to facilitating evidence informed practice: Examining ways to measure the success of using this method with early years practitioners in Camden (London). Journal of Educational Change, 16(1), 79–99. https://doi.org/10.1007/s10833-014-9238-9
Felton, N. D. (2014). A Mixed-Methods Inquiry into Science Teachers’ Perceptions of the Effects of Professional Development Experiences on Implementation of Research-Based Instructional Practices (Ph.D.). Ann Arbor, United States. Retrieved from http://scholarworks.uno.edu/td/1795/
Lameul, G., Villiot-Leclercq, E., Douzet, C., & Docq, F. (2014). Démarche d’exploitation des résultats et diffusion auprès des acteurs de l’enseignement supérieur. Éducation & Formation, e-301(e-301), 123–136. Retrieved from http://dial.academielouvain.be/downloader/downloader.php?pid=boreal:145381&datastream=PDF_01
Storey, V. A., & Hesbol, K. A. (2014). Can the Dissertation in Practice Bridge the Researcher–Practitioner Gap? Journal of School Public Relations, 35. Retrieved from http://www.researchgate.net/profile/Valerie_Storey/publication/272480534_Can_the_Dissertation_in_Practice_Bridge_the_ResearcherPractitioner_Gap/links/54e4f91e0cf29865c335ada7.pdf
Walker, B., Clancy, M., Tsai, S.-F., & Cheney, D. (2013). Bridging the Research-to-Practice Gap: Empowering Staff to Implement Meaningful Program Evaluation and Improvement to Better Serve Students with Emotional or Behavioral Disorders. Beyond Behavior, 22(3), 3–14. Retrieved from http://0-eric.ed.gov.opac.msmc.edu/?q=source%3A%22Beyond+Behavior%22&id=EJ1023992
Hamilton, S. F., Chen, E. K., Pillemer, K., & Meador, R. H. (2013). Research use by Cooperative Extension Educators in New York State. Journal of Extension, 51(3), 3FEA2. Retrieved from http://www.joe.org/joe/2013june/a2.php
Levin, B. (2013). To know is not enough: research knowledge and its use. Review of Education, 1(1), 2–31. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/rev3.3001/abstract
Fenwick, T. J., & Farrell, L. (Eds.). (2012). Knowledge mobilization and educational research: politics, languages and responsibilities. New York, NY: Routledge. Retrieved from https://www.routledge.com/products/9780415614658