Jump to Main Content
Decrease font size Reset font size Increase font size
Ontario Institute for Studies in Education, University of Toronto Home| OISE| U of T| Portal| Site Map | Contact Us
INSPIRING EDUCATION | oise.utoronto.ca
ICS
Go to selected destination


Angela Pyle

Assistant Professor (CSE/DPE)

Dr. Eric Jackman Institute of Child Study


Office: Room 306, 45 Walmer Road
Tel: 416-934-4575
Fax: 416-934-4500
angela.pyle@utoronto.ca

 

Keywords

  • Early child development
  • Full day kindergarten
  • Play-based learning
  • Methods for accessing the perspectives of young children
  • Teacher beliefs and practices
  • Assessment in kindergarten classrooms
Angela Pyle

 

Research Interests

 

I am interested in 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.

 

 

Applied/Clinical Interests

I am a former elementary classroom teacher. This background strongly influences my research which aims to connect research and practice.


Publications

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

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

Hutchinson, N.L., Minnes, P., Brubridge, 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 classrooms. Early Childhood Education Journal. 43(5), 385–393.

Hutchinson, N., Pyle, A., Villeneuve, M., Dods, J., Dalton, C.J., & 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 Development and Care. doi: 10.1080/03004430.2014.897945

Pyle, A. & DeLuca, C. (2013). Assessment in the kindergarten classroom: An empirical study of teachers’ assessment approaches. Early Childhood Education Journal. DOI: 10.1007/s10643-012-0573-2

Pyle, A. (2012). Engaging young children in research through photo elicitation. Early Child Development and Care. DOI: 10.1080/03004430.2012.733944.

Pyle, A. (2011). Considering coherence: 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.
 

Courses Taught

  • APD 1272 Play and Education (OISE, University of Toronto)
  • APD 2202 Childhood Education Seminar II: Advanced Teaching (OISE, University of Toronto)
  • HDP1211 Psychological Foundations of Early Development & Education (OISE, University of Toronto)
  • HDP2210 Introduction to Curriculum: Kindergarten (OISE, University of Toronto)
  • Foci 238 Early Primary Education (Queen’s University)
  • CURR 355 Language and Literacy Development and Practice (Queen’s University)
  • CONT 803 Kindergarten Additional Qualification Specialist (Queen’s University)
  • CONT 800 Kindergarten Additional Qualification (Queen’s University)
  • Course Development
  • CONT 803 - Kindergarten Additional Qualification Specialist, Queen’s University
  • CONT 802 - Kindergarten Additional Qualification Course Part 2, Queen’s University
  • CONT 801 Kindergarten Additional Qualification Part 1, Queen’s University
  • CONT 800 Kindergarten Additional Qualification, Queen’s University
OISEcms v.1.0 | Site last updated: Tuesday, March 28, 2017 Disclaimer | Webmaster

© OISE University of Toronto
Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, Ontario M5S 1V6 CANADA