Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE)

Veille scientifique

• Hayes, R. S. (2011). The study of literacy coaching observations and interviews with elementary teachers. Thèse de doctorat inédite, Georgia State University, Atlanta, Georgia.  Consulter
• Djeumeni-Tchamabe, M. (2010). Pratiques pédagogiques des enseignants avec les TIC au Cameroun entre politiques publiques et dispositifs techno-pédagogiques, compétences des enseignants et compétences des apprenants, pratiques publiques et pratiques privées. Thèse de doctorat inédite, Université Descartes Paris 5.  Consulter
• Jean-Baptiste, S. A. (2010). Education and student achievement: A qualitative study on culture. Thèse de doctorat inédite, Capella University, Minnesota, USA.  Consulter
• 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.  Consulter
• O'Hara, K. E. (2010). Critical connections: Technology use that empowers. Thèse de doctorat inédite, City University of New York, New-York.  Consulter
• Rebar, B. (2010). Evidence, explanations, and recommendations for teachers' field trip strategies. Thèse de doctorat inédite.  Consulter
• Parra, J. L. (2010). A multiple-case study on the impact of teacher professional development for online teaching on face-to-face classroom teaching practices. Thèse de doctorat inédite, Pepperdine University, Malibu, California.  Consulter
• Palko, S. E. (2010). An epistemological framework for curriculum and instruction. Thèse de doctorat inédite, Texas Christian University, Fort Worth, Texas.  Consulter
• Durnford, V. L. (2010). An examination of teacher-student trust in middle school classrooms. Thèse de doctorat inédite, University of Massachusetts Amherst, Amherst, Massachusetts.  Consulter
• Lion, R. W. (2010). A study of performance support for higher education faculty teaching web-based courses. Thèse de doctorat inédite, Capella University, Minneapolis.  Consulter
• Morris, L. T. (2010). Brain-based learning and classroom practice: A study investigating instructional methodologies of urban school teachers. Thèse de doctorat inédite, Arkansas State University, Jonesboro, Arkansas.  Consulter
• Gilpatrick, R. S. H. (2010). Classroom management strategies and behavioral interventions to support academic achievement. Thèse de doctorat inédite, Walden University, Minneapolis, Minnesota.  Consulter
• Panesar Nahal, S. (2010). Disparities between new teachers' expectations and the realities of the classroom: A phenomenological study. Thèse de doctorat inédite, University of Phoenix, Phoenix, Arizona.  Consulter
• Elliott, B. L. S. (2010). Effective teacher characteristics: A two nation causal comparative study. Thèse de doctorat inédite, Walden University, Minneapolis, Minnesota.  Consulter
• Thompson, J. (2010). What impact do culturally competent teachers have on the social inclusiveness of their students?. Thèse de doctorat inédite, Utah State University, Logan, Utah.  Consulter
• Sheikh, F. M. (2010). An investigation on the use of advance organizers and performance support systems to help teachers with technology integration. Thèse de doctorat inédite, Northern Illinois University, DeKalb, Illinois (USA).  Consulter
• Smith, K. J. (2010). A qualitative case study exploring the impact of experienced teachers' stories on pre-service teachers. Thèse de doctorat inédite, The University of North Carolina at Chapel Hill, Chapel Hill, Caroline du Nord.  Consulter
• Gonzalez, P. (2010). A case study on the integration of internet technology with mathematics and science content for teachers. Mémoire de maîtrise inédit, The University of Texas at El Paso, El Paso, Texas.  Consulter
• Morris, J. S. (2010). A case study on advanced technology: Understanding the impact of advanced technology on student performance. Thèse de doctorat inédite, Northcentral University, Prescott Valley,, Arizona.  Consulter
• 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.  Consulter