Références bibliographiques
- ANDERSON, J. R. (1983). The architecture of cognition. Cambridge, MA : Harvard University Press.
- BEGENY, J. C. et B. K. MARTENS (2006). Assessing pre-service teachers’ training in empirically validated behavioral instruction practices. School Psychology Quarterly, 21, 262-285.
- BISSONNETTE, S., M. RICHARD et C. GAUTHIER (2006). Comment enseigne-t-on dans les écoles efficaces? Efficacité des écoles et des réformes. Québec : Presses de l’Université Laval.
- Bocquillon, M., Gauthier, C., Bissonnette, S. & Derobertmasure, A. (2020). Enseignement explicite et développement de compétences : antinomie ou nécessité? Formation et profession, 28(2), 3–18.
- DUFOUR, F. (2009). L’incidence d’un dispositif de soutien en gestion de classe sur les pratiques disciplinaires et le sentiment d’efficacité d’enseignants débutants (thèse de doctorat, Faculté des sciences de l’éducation : Université de Montréal).
- Dweck, C. S. (2007). Boosting Achievement With Messages That Motivate. Education Canada, 47(2), 6–10.
- Dweck, Carol S. (2010). Changer d'état d'esprit: Une nouvelle psychologie de la réussite. Mardaga.
- ELLIS, A. (2001). Research on educational innovations. Princeton, NJ : Eye on Education.
- GAGE, N. L. (2009). A conception of teaching. New York : Springer.
- HATTIE, J. (2008). Visible learning : A synthesis of over 800 meta-analyses relating to achievement. USA : Routledge.
- KIRSCHNER P. A., J. SWELLER et R. E. CLARK (2006). Why minimally guided instruction does not work : An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
- MARZANO, R. J. et D. J. PICKERING (2007). The case for and against homework. Educational Leadership, 64(6).
- NYE, B., S. KONSTANTOPOULOS et L.V. HEDGES (2004). How large are teacher effects? Educational evaluation and policy analysis, 26(3), 237-257.
- Rosenshine, B. (1983). Teaching Functions in Instructional Programs. The Elementary School Journal, 83(4), 335–351.
- ROSENSHINE, B. V. (1986c). Synthesis of research on explicit teaching. Educational leadership, 43(7), 60-69.
- SANDERS, W. L. (2000). Value-added assessment from student achievement data : Opportunities and hurdles. Journal of personnel evaluation in education, 14(4), 329-339.
- SANDERS, W. L. et S. P. Horn (1998). Research findings from the Tennessee Value-Added Assessment System (TVAAS) database : Implications for educational evaluation and research. Journal of personnel evaluation in education, 12(3), 247-256.
- Simonsen, B., Myers, D., & DeLuca, C. (2010). Teaching Teachers to Use Prompts, Opportunities to Respond, and Specific Praise. Teacher Education and Special Education, 33(4), 300–318.
- Slavin, R. E. (2002). Evidence-Based Education Policies: Transforming Educational Practice and Research. Educational Researcher, 31(7), 15–21.
- VAUGHN, S. et J. E. DAMMANN (2001). Science and sanity in special education. Behavioral disorders, 27, 21–29.
- YEAGER, D. S. et C.S. DWECK (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269–1284