Veille scientifique
Mémoires et thèses
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Contestable, C. M. (2010). Becoming-learning: Rethinking transformative education by reconceptualizing learner agency and illuminating the immanent dynamism of classrooms [thèse de doctorat inédite]. The University of Utah, Salt Lake City, Utah. http://proquest.umi.com/pqdweb?did=2066589771&Fmt=2&clientId=48948&RQT=309&VName=PQD
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Jara, J. (2010). Boom or bust? Educators' perceptions of a formative assessment system [thèse de doctorat inédite]. University of Massachusetts Amherst, Amherst, Massachussets. http://proquest.umi.com/pqdweb?did=2103334871&Fmt=2&clientId=48948&RQT=309&VName=PQD
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Zollinger, R. K. (2010). A case study of transformative education in action: Partnership education for sustainability [thèse de doctorat inédite]. California Institute of Integral Studies, San Francisco, California. http://proquest.umi.com/pqdweb?did=2086269881&Fmt=2&clientId=48948&RQT=309&VName=PQD
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Silva Mendez, J. (2010). How do principals deal with underperforming teachers? A study of how principals from secondary schools in Mexico City manage underperforming teachers [thèse de doctorat inédite]. Stanford University, Stanford, Calif.. http://proquest.umi.com/pqdweb?did=1955986771&Fmt=2&clientId=48948&RQT=309&VName=PQD
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Medzerian, S. A. (2010). From impressions to expectations: Assessment as a form of style pedagogy [thèse de doctorat inédite]. The University of Arizona, Tucson, Arizona. http://proquest.umi.com/pqdweb?did=2037880611&Fmt=2&clientId=48948&RQT=309&VName=PQD
Rapports et études
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UQTR (2020). Dossier COVID-19 : la crise, ses impacts et les solutions vus par les experts de l’UQTR [en ligne]. Trois-Rivières, Québec. Université du Québec à Trois-Rivières. https://neo.uqtr.ca/dossier-covid-19-la-crise-ses-impacts-et-les-solutions-vus-par-les-experts-de-luqtr/
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Bettinger, E., Fairlie, R. W., Kapuza, A., Kardanova, E., Loyalka, P. et Zakharov, A. (2020). Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function. Cambridge, MA, USA. National Bureau of Economic Research. https://www.nber.org/papers/w26967.pdf
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Conseil supérieur de l'éducation (2020). Définitions et modalités de la formation à distance. Québec, Québec. Conseil supérieur de l'éducation. https://www.cse.gouv.qc.ca/wp-content/uploads/2020/04/50-2108-ER-Formation-a-distance.pdf
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Goldring, R. (2020). Characteristics of Public and Private Elementary and Secondary School Teachers in the United States : Results From the 2017–18 National Teacher and Principal Survey First Look. Washington, DC, USA. National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020142
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Sherer, D., Norman, J., Bryk, A. S., Peurach, D. J., Vasudeva, A. et McMahon, K. (2020). Evidence for Improvement: An Integrated Analytic Approach for Supporting Networks in Education. Stanford, California. Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/resources/publications/evidence-for-improvement/
Périodiques professionnels
Revues
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Formation et Profession, 32(2) 2024 Consulter
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Journal de recherche en éducations artistiques (JREA), (4) 2024 Consulter
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Studies in Science Education, 60(2) 2024 Consulter
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Staps, 3(146) 2024 Consulter
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Savoirs, 2(65) 2024 Consulter
Dossier de Veille de l`Institut français de l`éducation (IFÉ)
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Dossier de veille de l'IFÉ, n° 134, avril 2020 Consulter
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Dossier de veille de l'IFÉ, n° 133, mars 2020 Consulter
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Dossier de veille de l'IFÉ, 131, septembre 2019 Consulter
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Dossier de veille de l'IFÉ, 130, juin 2019 Consulter
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Dossier de veille de l'IFÉ, 129, mars 2019 Consulter
Colloques en éducation
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12e Colloque international en éducation Consulter
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13e Sommet du numérique en éducation Consulter
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AREF 2025 Consulter
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3e Congrès international sur la formation et la profession enseignante Consulter
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RésAALT - Apprendre dans, par, en, avec (l’) alternance : enjeux et perspectives pédagogiques Consulter
