Call for projects: Funding for the Evaluation of an Innovative Project in the Field of Education
Context: Schools are implementing innovative projects based on best practices, but their impacts are rarely evaluated. This lack of data hinders the selection, prioritization, and dissemination of these initiatives.
Objectives: This funding aims to support collaboration between researchers and school practitioners and to identify conditions that promote learning and the well-being of students and school staff.
The 5 funded projects:
Evaluating the Effects and Outcomes of the “CACP” Approach (Active Body, Performing Brain)
Research led by Sylvie Beaudoin, PhD
The purpose of this project is to evaluate the short-term effects and outcomes of the CACP approach on students’ daily physical activity practices and on factors that support their learning.
Mitigating Polarization and Promoting Dialogue in Schools: Preliminary Evaluation of the Prevention and Intervention Activities of the School and Polarization Clinical Team
Research led by par Diana Miconi, PhD
The objective of this project is to evaluate, in the short term, the training and intervention activities of the Scol-Art program implemented by the clinical team to support school teams and students facing the current wave of violence in schools across the Montréal region.
The Quality of Interpersonal Relationships Between School Staff and Parents in a Context of Cultural Diversity: An Intervention Research Project
Research led by Louise Clément, DBA
This project aims to improve the quality of interpersonal relationships between school staff and parents in order to foster well-being and a positive school climate in a context of cultural diversity.
Impact of a Structured Science Curriculum on Children and Teachers in 4-Year-Old Kindergarten Classrooms in Underprivileged Communities
Researh led by France Capuano, PhD
The objective of this project is to evaluate the effects of a structured science program in 4-year-old kindergarten classrooms in underprivileged settings on children’s knowledge and skills, teachers’ sense of competence, and the quality of the educational environment.
Evaluation of the Innovative Remedial Education Intervention “Reading and Writing to Make a Difference” Implemented in Quebec High Schools With Students Aged 12–14 Experiencing Specific Reading and Writing Learning Difficulties
Research led by Myriam Fontaine, PhD
This project aims to evaluate and disseminate a remedial reading and writing intervention designed for secondary school students with specific learning difficulties in order to support their academic success and school inclusion.