Veille scientifique
Livres
- Seidman, I. (2012). Interviewing As Qualitative Research: A Guide for Researchers in Education and the Social Sciences. New-York. Teachers College Press, Teachers College, Columbia University. http://www.globalbooksinprint.com/merge_shared/Details/RecordDetails.asp?navPage=1&item_uid=101937388
- Chu, M. (2012). Developing Mentoring and Coaching Relationships in Early Care and Education: A Reflective Approach. Toronto, Ontario. Pearson Education Canada. http://www.globalbooksinprint.com/merge_shared/Details/RecordDetails.asp?navPage=1&item_uid=103774278
- Gregson, R. (2012). Connecting with Science Education. Toronto, Ontario. Oxford University Press. http://www.globalbooksinprint.com/merge_shared/Details/RecordDetails.asp?navPage=1&item_uid=102213495
- Weiner, L. (2012). Reversing the Assault on Public Education: Joining the Power of Teacher Unions to the Heart of Teaching. Chicago, Illinois. Haymarket Books. http://www.globalbooksinprint.com/merge_shared/Details/RecordDetails.asp?navPage=1&item_uid=97274257
- McAndrew, M. (2012). Fragile Majorities and Education: Belgium, Catalonia, Northern Ireland, and Quebec. Montréal, Québec. McGill-Queen's University Press. http://www.globalbooksinprint.com/merge_shared/Details/RecordDetails.asp?navPage=1&item_uid=98368626
Mémoires et thèses
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Mangione, L. (2019). Experiences of Science Education Graduate Students in the Critical Voices Classroom [thèse de doctorat inédite]. Columbia University, New York, USA. https://academiccommons.columbia.edu/doi/10.7916/d8-n90x-7a94
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Murphy, M. J. (2019). Reaching All Learners: A Narrative Case Study On Special Education Inclusion Co-teaching [thèse de doctorat inédite]. Northeastern University, Boston, USA. https://repository.library.northeastern.edu/files/neu:m044c886q
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Maleki, A. (2019). Iranian teachers` perceptions on teacher expertise [thèse de doctorat inédite]. Tampere University, Tampere, Finland. https://trepo.tuni.fi//handle/10024/116084
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Salgado, V. (2019). Can a Test Measure Teaching Quality? Validity of Mexico’s Teacher Entry Examination After the 2013 Education Reform [thèse de doctorat inédite]. Columbia University, New York, USA. https://academiccommons.columbia.edu/doi/10.7916/d8-sk36-6p06
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Peabody, M. (2019). An Interpretative Phenomenological Analysis : School Administrators' Perspective On The Role Of Emotional Intelligence And Effective Teaching [mémoire de maîtrise inédit]. Northeastern University,, Boston, USA. https://repository.library.northeastern.edu/files/neu:m044c991s
Périodiques professionnels
Revues
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College Teaching, 72(2) 2024 Consulter
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British Journal of Education, 12(4) 2024 Consulter
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ANAE, (188) 2024 Consulter
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Revue Internationale de Pédagogie de l'Enseignement Supérieur, 40(1) 2024 Consulter
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Savoirs, 1(64) 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
