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Angela Pyle
Assistant Professor

email: angela.pyle@utoronto.ca  
website: https://www.earlylearninglab.ca

Department: Applied Psychology and Human Development



Research Overview

My research interests are in the area of child development and early primary education. My research primarily explores the negotiated balance between academic learning and developmentally appropriate practices in classrooms. Within this area I focus on the role of teacher curricular stance in pedagogical decision-making, how children develop critical literacy skills through play-based learning, and how teachers' assessment practices support and extend children's learning in play-based contexts. As part of this research stream, I'm interested in methods for including young children's voices in research about their learning so I explore methods that are developmentally appropriate for researching with kindergarten-aged children.

Curriculum Vitae

http://www.oise.utoronto.ca/Curriculum_Vitae/Angela_Pyle_CV.pdf

Representative Publications

Prioletta, J., & Pyle, A. (accepted). Play and gender in Ontario kindergarten classrooms: Implications for literacy learning. International Journal of Early Years Education.

Pyle, A., De Luca, C., & Danniels, E. (2017). A scoping review of research on play-based pedagogies in kindergarten education. Review of Education. DOI: 10.1002/rev3.3097

Pyle, A., De Luca, C., & Danniels, E. (2017). Context and implications Document for: A scoping review of research on play-based pedagogies in kindergarten education. Review of Education. DOI: 10.1002/rev3.3098

Pyle, A., Prioletta, J., & Poliszczuk, D. (2017). The play-literacy interface in full-day kindergarten classrooms. Early Childhood Education Journal. DOI: 10.1007/s10643-017-0852-z

Pyle, A., & Danniels, E. (2017). A continuum of play-based learning: The role of the teacher in a play-based pedagogy and the fear of hijacking play. Early Education & Development, 28(3), 274–289. DOI: 10.1080/10409289.2016.1220771

Pyle, A., & DeLuca, C. (2017). Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices. The Journal of Educational Research, 110(5), 457–466.

Pyle, A., & Alaca, B. (2016). Kindergarten children's perspectives on play and learning. Early Child Development & Care. DOI: 10.1080/03004430.2016.1245190

Pyle, A., & DeLuca, C. (2016). Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices. The Journal of Educational Research. DOI: 10.1080/00220671.2015.1118005

Fesseha, E., & Pyle, A. (2016). Conceptualizing play-based learning from the kindergarten teacher’s perspective. International Journal of Early Years Education. DOI: 10.1080/09669760.2016.1174105

Pyle, A., & Danniels, E. (2015). Using a picture book to gain assent in research with young children. Early Child Development & Care. DOI:10.1080/03004430.2015.1100175

Huthcinson, N., Minnes, P., Burbridge, J., Dods, J., Pyle, A., & Dalton, C. (2015). Perspectives of Canadian teacher candidates on inclusion of children with developmental disabilities: A mixed methods study. Exceptionality Education International, 25, 42-64.

Pyle, A., & Bigelow, A. (2015). Play in kindergarten: An interview and observational study in three Canadian classroom. Early Childhood Education Journal, 43(5), 385-393.

Hutchinson, N., Pyle, A., Villeneuve, M., Dods, J., Dalton, C., Minnes, P. (2014). Understanding parent advocacy during the transition to school of children with developmental disabilities: Three Canadian cases. Early Years: An International Research Journal (Special Issue: Transitions in the early years - policy, pedagogy, and partnership), 34(4), 348-363.

Pyle, A., & Luce-Kapler, R. (2014). Looking beyond the academic and developmental logics in kindergarten education: The role of Schwab's commonplaces in classroom-based research. Early Child Deveopment and Care. doi: 10.1080/03004430.2014.897945

Pyle, A. (2013). Engaging young children in research through photo elicitation. Early Child Development and Care, 183(11), 1544-1558.

Pyle, A., & DeLuca, C. (2013). Assessment in the kindergarten classroom: An empirical study of teacher's assessment approaches. Early Childhood Education Journal, 41(5), 373-380.

Pyle, A. (2011). Considering coherene: Teacher perceptions of the competing agendas of RTI and an existing special education model. Exceptionality Education International, 21(3), 66-81.

Pyle, A., Wade-Woolley, L., & Hutchinson, N. (2011). "Just listen to us" The role of teacher empowerment in the implementation of RTI. The Alberta Journal of Educational Research, 57(3), 258-272.

Research Grants and Contracts

DeLuca, C., & Pyle, A. (2015-2018). Constructing an Integrated Assessment Framework for Play-Based Kindergarten Education. Social Sciences and Humanities Research Council Insight Grant.

Pyle, A. (2014-2016). How can children develop literacy skills through play? A study of the play-literacy interface in full-day kindergarten classrooms. Social Sciences and Humanities Research Council Insight Development Grant.

Pyle, A. (2014-2015). Exploring the play-literacy interface in full day kindergarten classrooms. University of Toronto Connaught New Researcher Award.

Pyle, A. (2011-2013). Listening to the voices in the garden: The enactment of curriculum in contemporary kindergarten. Social Science and Humanities Council of Canada Doctoral Fellowship.

Professional Activities

American Educational Research Associate, General Member, 2010-present
Canadian Society for the Study of Education, General Member, 2008-present
Ontario College of Teachers, Member in Good Standing, 2000-present