CRIFPE – Veille scientifique

Francine, M. (2019). International Aid to Education. Power Dynamics in an Era of Partnership. New York, USA. Teachers College Press. https://www.tcpress.com/international-aid-to-education-9780807761281
Iorio, J. M. et Tanabe, C. S. (2019). Higher Education and the Practice of Hope. Singapore, Singapore. Springer Singapore. https://www.springer.com/us/book/9789811386442
Papa, R. (dir.) (2019). Handbook on Promoting Social Justice in Education (3 volumes). Cham, Switzerland. Springer. https://link.springer.com/referencework/10.1007/978-3-319-74078-2#toc
Niwese, M., Lafont-Terranova, J. et Jaubert, M. (dir.) (2019). Écrire et faire écrire dans l'enseignement postobligatoire. Enjeux, modèles et pratiques innovantes. Lille, France. Presses Universitaires du Septentrion. http://www.septentrion.com/fr/livre/?GCOI=27574100766270&utm_source=sendinblue&utm_campaign=NiweseLafontJaubert_1900__contributeurs&utm_medium=email
Charest, B. et Sjostrom, K. (dir.) (2019). Unsettling Education. Searching for Ethical Footing in a Time of Reform. Bern, Switzerland. Peter Lang. https://www.peterlang.com/abstract/title/69435?rskey=pCa9zj&result=9

Vissa, S. (2016). Exploring the Effectiveness of Interventions Aimed at Promoting Collaboration Through Interactive Whiteboards and Google Apps for Education [mémoire de maîtrise inédit]. Concordia University, Montréal, Québec. http://spectrum.library.concordia.ca/981076/
Labbé, C. (2016). Les représentations sociales de l'hypersexualisation des jeunes filles chez les parents et les enseignants du secondaire [mémoire de maîtrise inédit]. UQAC, Chicoutimi, Québec. http://constellation.uqac.ca/3884/
Fortin, A. (2016). Le recours au système d'émulation : relation avec le stress et le sentiment d'efficacité personnelle en gestion de classe d'enseignants du primaire [mémoire de maîtrise inédit]. UQTR, Trois-Rivières, Québec. http://depot-e.uqtr.ca/7839/1/031262794.pdf
Webster, M. (2016). A decomposition of the practices of high quality professional development facilitation for teachers [thèse de doctorat inédite]. McGill University, Montréal. http://digitool.Library.McGill.CA:80/R/-?func=dbin-jump-full&object_id=141277&silo_library=GEN01
Petter, A. (2016). Aims in practice: a narrative exploration of teachers' experience of aims achievement in the classroom [mémoire de maîtrise inédit]. McGill University, Montréal. http://digitool.Library.McGill.CA:80/R/-?func=dbin-jump-full&object_id=143639&silo_library=GEN01

OCDE (2021). The learning gain over one school year among 15-year-olds. An analysis of PISA data for Austria and Scotland (United Kingdom). OCDE. https://doi.org/10.1787/d99e8c0a-en https://www.oecd-ilibrary.org/fr/education/the-learning-gain-over-one-school-year-among-15-year-olds_d99e8c0a-en
OCDE (2021). The state of higher education. One year in to the COVID-19 pandemic. OCDE. https://doi.org/10.1787/83c41957-en https://www.oecd-ilibrary.org/fr/education/the-state-of-higher-education_83c41957-en
OCDE (2021). Thinking about the future. Career readiness insights from national longitudinal surveys and from practice. OCDE. https://www.oecd.org/education/thinking-about-the-future-02a419de-en.htm
Organisation pour la coopération et le développement économique (OCDE) (2021). Scotland’s Curriculum for Excellence. OCDE. https://www.oecd.org/fr/education/scotland-s-curriculum-for-excellence-bf624417-en.htm
Conseil des ministres de l'Éducation (Canada) (CMEC) (2021). Trends in STEM and BHASE graduates from public postsecondary institutions across Canadian provinces and territories 2010 to 2018. Conseil des ministres de l'Education. https://www.cmec.ca/Publications/Lists/Publications/Attachments/420/STEM_BHASE_graduates_report_Final_EN.pdf

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AREF 2025 Consulter
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