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Sieber, J., Bauer, S., et Borri-Anadon, C. (sous presse). International discourses of inclusion and their local translation: Teachers' conceptions regarding an integration-inclusion reform in the canton of Bern (Switzerland). Revista Educação e Políticas em Debate(2).
Gilles, J.-L., Detroz, P., & Blais, J.-G. (2011). An international online survey of the practices and perceptions of higher education professors with respect to the assessment of learning in the classroom. Assessment and Evaluation in Higher Education, Volume 36 - number 6, 719-733. Retrieved from http://hdl.handle.net/20.500.12162/132
Baldry, A., Blaya, C., & Farrington, D. (Eds.). (2018). International Perspectives on Cyberbullying. Palgrave studies in Cybercrime and Cybersecurity : Prevalence, Risk Factors and Interventions. Cham, UK: Palgrave MacMillan. doi:10.1007/978-3-319-73263-3
Gilles, J.-L., et Soldevila, S. (2016). Internationaliser la formation des enseignants de demain à l'aide de projets collaboratifs orientés recherche : le programme PEERS. Dans O. Adigüzel (Ed.), Teaching and Training Today for Tomorrow (pp. 73-77). Iskesehir, Turquie: Anadolu University. http://hdl.handle.net/20.500.12162/695
Clerc-Georgy, A. (2022, October). Interpretations of Vygotskij's contributions on the role of play in creating a ZDP. Paper presented at the CHACDOC CONFERENCE Zone of proximal development, Care and Social Sustainability in Children’s Development, Copenhagen Area, Danemark.
Lemonie, Y., Bationo Tillon, A., & Grostéphan, V. (2022, August). Uma intervenção formativa em um instituto de formação de professores. Atividade transformadora e subjetividade. Paper presented at the EITA congresso, Pessoa, Brésil.
Allenbach, M. (2015). Intervenir à l'école: les défis de la collaboration. Revue Suisse de pédagogie spécialisée, 1, 21-28. http://hdl.handle.net/20.500.12162/715
Laffranchini Ngoenha, M. (2022). Intervenir dans une situation raciste, aider les victimes. Dans C. Fumeaux et M. Laffranchini Ngoenha (Eds.), Des voix au coeur de l'école. Une voie vers la pédagogie antiraciste (Vol. 2, pp. 121-122). Genève, Suisse: LICRA-Genève. https://www.licra-geneve.ch/education#materiel-secondaire
Gabola, P., & Benoit, V. (2021). Interventi di psicologia positiva nel contesto scolastico tre-sei anni. Spunti di riflessione sulle pratiche e sugli strumenti di misura. Psicologia dell'Educazione, 3, 69-86.
Ansen Zeder, E., Desponds, S., et Hess, A.-C. (2019). [Intervention aux Assises romandes de l’éducation du 22.09.2018]. Educateur (L'), 2, 34-37. http://hdl.handle.net/20.500.12162/4712

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