Publications langues étrangères

Publications dans des revues en langue étrangère

André, A., Louvet, B., & Deneuve, P. (2013). Cooperative group, risk-taking and inclusion of pupils with learning disabilities in physical education. British Educational Research Journal, vol. 39,4, 677-697.

Ardouin, T. (2013). Uma abordagem multirreferencial e complexa da formação. Arquivos Analíticos de Políticas Educativas, 21 (69-70). http://epaa.asu.edu/epaa/article/view1455

Bedoin, D. (2011). English teachers for deaf or hearing-impaired students in French schools: Needs, barriers and strategies. European Journal of Special Needs Education, 26(2), 159-175.

Bedoin, D. & Janner-Raimondi, M. (2013). L’inclusione nelle classi «ordinarie» delle scuole materne: quale coordinamento tra insegnanti e ausiliari della vita scolastica? L'integrazione scolastica e sociale, 12/2, 144-150.

Bonnafous, L. (2014). Trans-nationalization of educational policy making: from European innovation projects in adult education to an emerging European space for lifelong learning: what model for the European vocational education and training policy? International Journal of Lifelong Education, 33(3), 393-410.

Cosnefroy, L. & Buhot, E. (2013). Workplace learning impact: an analysis of French-secondary-trainee teachers’ perception of their professional development. Teachers and Teaching: Theory and practice, 19 (5).

Houssaye, J, Gasse S. (2012). Rencontres scientifiques, rencontres affectives : partenariat, affinité et autres bonnes affaires. Revista Teias, 13/29. 117-128. http://www.periodicos.proped.pro.br/index.php/revistateias/article/view/1352/968

Houssaye, J. (2014). O curso magistral : natureza e ilusoes. Revista Teias, vol. 14, 35, 220-230. http://www.periodicos.proped.pro.br/index.php/revistateias/article/view/1635/1225

Lange, J.-M. (2012). Education in sustainable development: how can science education contribute to the perception of vulnerability ?. Research In Science Education, 42, 109-127.

Renoult, C. (2013). Come si professionalizzano i professionisti che lavorano con bambini in situazione di handicap? L'integrazione scolastica e sociale, 12/2, 136-143.

Rinaudo Jean-Luc (2014). Vínculo e Desvínculo Psíquico: Análise clínica das práticas mediatizadas pela tecnologia. Revista Teias, vol. 14, n° 36, pp. 250-259. http://www.periodicos.proped.pro.br/index.php/revistateias/article/view/1683/1262

Ruolt, A. (2013). "Ragged School" : ein Modell der Prävention von Jugendkriminalität ? International Journal for the Historiography of Education, 35-44.

Thouroude, L. (2013). Scolarizzazione e handicap: ostacoli e legami tra genitori e insegnanti nella scuola materna. L'integrazione scolastica e sociale, 12/2, 116-121.

Wittorski, R. (2014). A contribuição da análise das práticas para a profissionalização dos professores. Cadernos de Pesquisa44, 154, 894-911.
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