Does Indirect Aggression Affect Teacher-Student Relationships? Evidence From a Four-Year RI-CLPM Michèle Déry 2025
Interrupting the Link Between Temperamental Risk, Adverse Parenting Practices, and Externalizing Problems in School-Aged Children: The Role of Teacher-Child Relationships Gabrielle Garon-Carrier, Jean-Pascal Lemelin, Katherine Pascuzzo, Michèle Déry, Vincent Bégin 2025
L’observation des pratiques enseignantes lors de causeries à l’éducation préscolaire 4 ans Angélique Laurent, Jean-Pascal Lemelin, Marie-Josée Letarte 2025
Classification of the intensity of interprofessional learning in the context of clinical placements: A proposal based on theoretical foundations in interprofessional education and the results of a narrative review Amélie Richard 2025
An innovative process for sustaining and scaling up a school-based mental health promotion and anxiety prevention programs: The example of the HORS-PISTE program Danyka Therriault, Isabelle Thibault 2023
Child temperament and trajectories of student-teacher relationships quality Jean-Pascal Lemelin, Michèle Déry, Vincent Bégin 2024
Interventions for the development of orthographic knowledge based on invented spellings Marie-France Morin 2024
Class-wide behaviour management practices reported by pre-and elementary school teachers: Relations with individual and contextual characteristics 2022
Educational practices in Junior Kindergarten: How does the teacher engage with the child’s play? Angélique Laurent, Jean-Pascal Lemelin, Marie-Josée Letarte 2022
