CRIFPE – Veille scientifique

Livres

Correa Molina, E. et Gervais, C. (dir.) (2024). L’ accompagnement des stagiaires. L'argumentation réflexive au service du formateur. Québec, Québec. Presses de l'Université du Québec. https://www.puq.ca/catalogue/livres/accompagnement-des-stagiaires-4445.html
Pombet, T., Serina-Karsky, F. et Mutuale, A. (dir.) (2024). De la communauté éducative inclusive. Penser et construire des institutions inclusives. L'Harmattan. https://www.editions-harmattan.fr/livre-de_la_communaute_educative_inclusive_penser_et_construire_des_institutions_inclusives_thibaud_pombet_fabienne_serina_karsky_augustin_mutuale-9782336473031-80480.html
Rousseau, N., Voyer, D. et Espinosa, G. (dir.) (2024). Le bien-être et la réussite de l’élève à l’école. Perspective internationale. Presses de l'Université du Québec. https://www.puq.ca/catalogue/livres/bien-etre-reussite-eleve-ecole-4422.html
Beaupré, P. et Caron, J. (2024). Des récits pédagogiques illustrés pour l’enseignement à une diversité d’élèves. Une approche innovante visant le développement de compétences professionnelles. JFD Éditions. https://www.editionsjfd.com/boutique/sciences-de-leducation-1231/des-recits-pedagogiques-illustres-pour-lenseignement-a-une-diversite-deleves-11804
Van Nieuwenhoven, C., Maulini, O. et Malo, A. (dir.) (2024). La place du terrain dans la formation initiale des enseignants. L'Harmattan. https://www.deboecksuperieur.com/ouvrage/9782807361300-la-place-du-terrain-dans-la-formation-initiale-des-enseignants

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Mémoires et thèses

Williams, A. E. (2012). “It’s Temporary” Professional Identity and Career Decisions of Infant-Toddler Center-Based Teachers [thèse de doctorat inédite]. The George Washington University, Washington (D.C.). http://search.proquest.com/dissertations/docview/992951220/abstract?accountid=12543
Miktuk, D. (2012). Impact of professional development on level of technology integration in the elementary classroom [thèse de doctorat inédite]. Capella University, Minneapolis, Minnesota. http://search.proquest.com/dissertations/docview/1038138562/abstract/13B801A0441340F6D9D/27?accountid=12543
Hamburg, B. E. (2012). Teacher attrition and retention: An uphill climb that education must overcome to save schools [thèse de doctorat inédite]. Capella University, Minneapolis, Minnesota. http://search.proquest.com/dissertations/docview/1031210520/abstract/13B801A0441340F6D9D/8?accountid=12543
Cox, J. (2012). How pre-service teachers' initial responses to high school writers help shape their teaching identities [thèse de doctorat inédite]. The Florida State University, Tallahassee, Florida. http://search.proquest.com/dissertations/docview/1095687600/abstract/13B801A0441340F6D9D/11?accountid=12543
Bourassa, N. M. (2012). Student perspectives on teaching and learning in my high school English language arts class: a qualitative study [mémoire de maîtrise inédit]. McGill University, Montreal, Quebec. http://digitool.Library.McGill.CA:80/R/-?func=dbin-jump-full&object_id=106257&silo_library=GEN01

Rapports et études

Ministère de l’Éducation et de l’Enseignement supérieur (2020). Rapport du chantier eCampus - FAD Enseignement supérieur. Québec, Québec. Ministère de l’Éducation et de l’Enseignement supérieur. http://www.education.gouv.qc.ca/fileadmin/site_web/documents/ministere/PAN-eCampus.pdf
Hussar, W. J. et Bailey, T. M. (2020). Projections of Education Statistics to 2028 (abbrev.). Washington, DC, Washington, DC, USA. National Center for Education Statistics. https://nces.ed.gov/pubs2020/2020024abbrev.pdf
OECD (2020). How prepared are teachers and schools to face the changes to learning caused by the coronavirus pandemic ?. Paris, France. OECD Publishing. https://www.oecd-ilibrary.org/education/how-prepared-are-teachers-and-schools-to-face-the-changes-to-learning-caused-by-the-coronavirus-pandemic_2fe27ad7-en
Petrie, C., Abarchi, H., Ranjan, P., Javangwe, R., Gilliland, D., Tuominen, S. et al. (2020). Spotlight : Quality education during for all during Covid-19 crisis. Helsinki, Finland. hundrED. https://hundred-cdn.s3.amazonaws.com/uploads/report/file/15/hundred_spotlight_covid-19_digital.pdf
Department of Education and Skills (2020). Educational Provision for Learners with Autism Spectrum Disorder in Special Classes attaches to Mainstream Schools in Ireland. Dublin, Ireland. Department of Education and Skills. https://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/education-provision-for-learners-with-autism-spectrum-disorder-in-special-classes-attached-to-mainstream-schools-in-ireland.pdf