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Squillaci, M., & Benoit, V. (2021, August). How callous and nonemotional traits affect youth functioning? Paper presented at the Education, Research & Development, 12th international conference, Burgas, Bulgarie.
Roure, C., & Pasco, D. (2020, February). How can situational interest increase students' physical activity in a design-based bike exergame? Paper presented at the 4S Scientific Conference, Bâle, Suisse. Retrieved from http://hdl.handle.net/20.500.12162/3816
Roure, C., Kermarrec, G., & Pasco, D. (2018). How can situational interest promote learning strategies in physical education? In C. Scheuer, A. Bund & M. Holzweg (Eds.), Changes in childhood and adolescence: Current challenges for physical education (pp. 389-397). Berlin, Allemagne: Logos. Retrieved from http://hdl.handle.net/20.500.12162/3321
Botella, M., Didier, J., Trouvé, J., Attanasio, R., & Lambert, M.-D. (2019, June). How Can The Observation of the Dynamic Process of Pupils Help Them in their Process? Paper presented at the The European Collaborative Creativity Conference (EC3), Bologna, Italy. Retrieved from http://hdl.handle.net/20.500.12162/3721
Girinshuti, C. (2018, November). How Career Status Modulate Access to Employment in Three Steps. Paper presented at the SSS Education Social Network : When the sociology of education meets the world of work: School-to-work transition and work in educational institutions, Lausanne, Suisse.
Clivaz, S., Bünzli, L.-O., Batteau, V., Daina, A., & Presutti, S. (2021). How dialogic interactions contribute to the construction of teachers’ mathematical problem-solving knowledge. Paper presented at the WALS International Conference 2021, Online, Online.
Clivaz, S., Daina, A., Batteau, V., Presutti, S., & Bünzli, L.-O. (2023). How do dialogic interactions contribute to the construction of teachers’ mathematical problem-solving knowledge? Construction of a conceptual framework. International Journal for Lesson and Learning Studies, 12(1), 21-37. Retrieved from http://hdl.handle.net/20.500.12162/6091
Jeziorski, A., Barroca-Paccard, M., & Kalali, F. (2023). How do students at the end of secondary school consider the challenges of sustainable development of the Seine in France? What avenues for education? Environmental Education Research, 29., 8, 1088-1103. Retrieved from http://hdl.handle.net/20.500.12162/6415
Gay, P., & Bressoud, N. (2018). How doctoral student may benefit from promoting Well-Being in inclusive school systems through strength-based interventions. Paper presented at the Doctoral school, CISA, Geneva, Switzerland.
Batteau, V. (2022). How does a japanese primary school teacher manage the whole-class discussion named neriage? In ICME (Ed.), Actes de ICME 14, Shangai, Chine. Retrieved from http://hdl.handle.net/20.500.12162/5467

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