Danniels, E., & Pyle, A. (accepted). Teacher perspectives and approaches towards promoting inclusion
in play-based learning for children with developmental disabilities. Journal of Early Childhood Research.
Timmons, K., Pyle, A., Danniels, E, Cowan, E., & McCann, A. (in press). Teacher expectations in the
early primary grades: A scoping review. Review of Education.
Pyle, A., Danniels, E., Larsen, N., & Martinussen, R. (2022). Supporting children’s self-
regulation development in play-based kindergarten classrooms. International Journal of Educational Research. DOI: 10.1016/j.ijer.2022.102059
Pyle, A., DeLuca, C., Wickstrom, H., & Danniels, E. (2022). Connecting kindergarten teachers’
play-based learning profiles and their classroom assessment practices. Teaching and Teacher Education. DOI: 10.1016/j.tate.2022.103855
Danniels, E., & Pyle, A. (2022). Inclusive play-based learning: Approaches from enacting kindergarten
teachers. Early Childhood Education Journal. DOI: 10.1007/s10643-022-01369-4
Danniels, E., & Pyle, A. (2021). Promoting inclusion in play for students with developmental
disabilities: kindergarten teachers’ perspectives. International Journal of Inclusive Education. DOI: 10.1080/13603116.2021.1941316
Jensen, H, Pyle, A., Alaca, B., & Fesseha, E. (2021). Playing with a goal in mind: exploring the enactment of guided play in Canadian and South African early years classrooms. Early Years, 41(5), 491-505. DOI: 10.1080/09575146.2019.1619670
Pyle, A., Pyle, M.A., Prioletta, J., & Alaca, B. (2021). Portrayals of play-based learning:
Misalignments between public discourse, classroom realities, and research. American Journal of Play, 13(1). https://www.journalofplay.org/issues/13/1
Pyle, A., DeLuca, C., Danniels, E., & Wickstrom, H. (2020). A model for assessment in play-based kindergarten education. American Educational Research Journal. https://doi.org/10.3102/0002831220908800
DeLuca, C., Pyle, A., Braund, H., & Faith, L. (2020). Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms. Assessment in Education: Principles, Policy & Practice. https://doi.org/10.1080/0969594X.2020.1719033
DeLuca, C., Pyle, A., Valiquette, A., & LaPointe-McEwan, D. (2020). New directions for kindergarten education: Embedding assessment in play-based learning. The Elementary School Journal, 120(3), 455-479. https://doi.org/10.1086/707008
Danniels, E., Pyle, A., & DeLuca, C. (2020). The role of technology in supporting classroom assessment in play-based kindergarten. Teaching and Teacher Education, 88. DOI: 10.1016/j.tate.2019.102966
Alden, C., & Pyle, A. (2019). Multi-sector perspectives on outdoor play in Canada. International Journal of Play. DOI: 10.1080/21594937.2019.1684145
Wickstrom, H., Pyle, A., & DeLuca, C. (2019). Does theory translate into practice? An observational study of current mathematics pedagogies in play-based kindergarten. Early Childhood Education Journal. DOI: 10.1007/s10643-018-00925-1
DeLuca, C., Pyle, A., Roy, S., Chalas, A., & Danniels, E. (2019). Perspectives on kindergarten assessment: Towards a common understanding. Teachers College Record, 121(3).
Pyle, A., Poliszczuk, D., & Danniels, E. (2018). The challenges of promoting literacy integration within a play-based learning kindergarten program: Teacher perspectives and implementation. Journal of Research in Childhood Education, 32(2), 219-233. DOI: 10.1080/02568543.2017.1416006
Pyle, A., Prioletta, J., & Poliszczuk, D. (2018). The play-literacy interface in full-day kindergarten classrooms. Early Childhood Education Journal, 46(1), 117-127. DOI: 10.1007/s10643-017-0852-z
Pyle, A. & Alaca, B. (2018). Kindergarten children's perspectives on play and learning. Early Child Development and Care, 188(8), 1063-1075. DOI: 10.1080/03004430.2016.1245190
Alaca, B. & Pyle, A. (2018). Kindergarten teacher's perspectives on culturally responsive education. Canadian Journal of Education, 41(3), 752-782.
Prioletta, J., & Pyle, A. (2017). Play and gender in Ontario kindergarten classrooms: Implications for literacy learning. International Journal of Early Years Education, 25(4), 393-408. DOI: 10.1080/09669760.2017.1390446
Pyle, A., DeLuca, C., & Danniels, E. (2017). A scoping review of research on play-based pedagogies in kindergarten education. Review of Education, 5(3), 311-351. DOI: 10.1002/rev3.3097
Pyle, A., DeLuca, C., & Danniels, E. (2017). Context and implications document for: A scoping review of research on play-based pedagogies in kindergarten education. Review of Education, 5(3), 352-353.
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. DOI: 10.1080/00220671.2015.1118005
Pyle, A., & Danniels, E. (2016). 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. DOI: 10.1080/10409289.2016.1220771
Pyle, A., & Alaca, B. (2016). Kindergarten children’s perspectives on play and learning. Early Child Development and Care. DOI: 10.1080/03004430.2016.1245190
Fesseha, E., & Pyle, A. (2016). Conceptualizing play-based learning from the kindergarten teacher’s perspective. International Journal of Early Years Education, 24(3), 361-377.
Pyle, A., & Danniels, E. (2015). Using a picture book to gain assent in research with young children. Early Child Development & Care, 186(9), 1438–1452.
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.
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, 184(12), 1960–1977. 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 teachers’ assessment approaches. Early Childhood Education Journal, 41(5), 373–380.