Publications
Baudry C, Massé L, Verret C, *Lagacé-Leblanc J, *Primeau V, *Martineau-Crète I, Couture C, Nadeau M-F, Bégin J-Y. (2023). Cross analysis of pedagogical differentiation practices fostering the inclusion of gifted students at the primary level. McGill Journal of Education/Revue des sciences de l'éducation de McGill. 56(2/3): 179-200.
Nadeau M-F, Massé L, Verret C, Gaudreau N, Lagacé-Leblanc J. (2022). Class-wide behaviour management practices reported by pre-and elementary school teachers: Relations with individual and contextual characteristics. McGill Journal of Education/Revue des sciences de l'éducation de McGill. 57(2), 136-159.
Smith J, Nadeau M-F, Archambault I, Guimond F-A, St-Amand J, Fitzpatrick C, Gagnon M. (2022). Linking high school students' achievement goal orientations with their competence beliefs and their perception of teacher emotional support during the COVID-19 pandemic. Frontiers in Education. 7, 762766.
Massé L, Baudry C, Nadeau M-F, Verret C, Couture C, Bégin J-Y, *Lagacé-Leblanc J, *Martineau- Crète I. (2022). Attitudes of Quebec preschool/elementary teachers towards the education of the gifted students. Revue de psychoéducation. 51(1): 1-21.
Massé L, Nadeau M-F, Gaudreau N, Nadeau S, *Gauthier C, Lessard A. (2022). Preservice teachers’ attitudes towards students with behavioral difficulties: Associations with individual and education program characteristics. Frontiers in Education. 7, 846223.
Verret C, Gaudreau N, Massé L, Nadeau M-F. (2022). Ontosystemic and microsystemic conditions toward inclusive education of students with emotional and behavioural disorders in Quebec primary school. International Journal of Special Education. 37(2), 33-42.
Smith J, Nadeau M-F, Archambault I, Guimond F-A, St-Amand J, Fitzpatrick C, Gagnon M. (2022). Students’ achievement goal orientations during the COVID-19 pandemic: Are they mediated by their own competence beliefs and their teachers’ support?. Frontiers in Education – Section Educational Psychology: Motivational Development in Current Educational Contexts. 7, 762766
*Beaudoin M, Nadeau MF, Lessard A. (2021). Do behavioural characteristics play a moderating role in classroom interactions that students perceive and their self-efficacy beliefs?. Revue des sciences de l'éducation. 47(1): 53-79.
*Beaudoin M, Nadeau MF. (2020). What are the perceptions of students with behavioural difficulties regarding the conditions influencing their education in regular classes?. Nouveaux Cahiers de la Recherche en Éducation. 22(1): 145-169.
Nadeau MF, Massé L, Argumedes M, Verret C. (2020). Education for students with neurodevelopmental disabilities—Resources and educational adjustments. In Handbook of Clinical Neurology. 174: 369-378
Massé L, Nadeau MF, Verret C, Gaudreau N, *Lagacé-Leblanc J. (2020). Factors influencing the attitudes of Quebec teachers towards the integration of students with behavioural difficulties. Revue des sciences de l'éducation. 46(1): 41-63
Nadeau MF, Massé L, Argumedes M, Verret C. (2018). Education for Students with Neurodevelopmental Disabilities: Resources and Educational Adjustments. Gallagher A, Bulteau-Peyries C, Cohen D, Michaud J. Neurodevelopmental Disabilities Part II : Handbook of Clinical Neurology. (66) Elsevier, New York, États-Unis.
Nadeau MF, Normandeau S, Massé L. (2015). ADHD and classroom-based interventions effectiveness: Rationale and principles of an individual consultation program. Revue de psychoéducation. 44(1): 1-23.
