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Bergamaschi, A., & Blaya, C. (2020). The French Case: Teacher Initiatives in a Difficult Context for Intercultural Education. In C. Cinzia Pica-Smith, C. N. Veloria & R. M. Contini (Eds.), Intercultural Education : Critical Perspectives, Pedagogical Challenges, and Promising Practices (pp. 241-258). New York: NOVA.
Clivaz, S. (2015). French Didactique des Mathématiques and Lesson Study: a profitable dialogue? International Journal for Lesson and Learning Studies, 4(3), 245-260. doi:10.1108/IJLLS-12-2014-0046
Clivaz, S. (2014, November). French Didactique des Mathématiques and Lesson/Learning Studies: a profitable dialogue? Paper presented at the WALS International Conference 2014, Bandung, Indonesia.
Gautschi, H. (2011). French Lessons: How France is Educating its Digital Natives. In M. Manafy & H. Gautschi (Eds.), Dancing with Digital Natives: Staying in Step with the Generation That’s Transforming the Way Business Is Done (pp. 333-350). Medford, NJ, Etats-Unis: CyberAge Books.
Putois, B., Leslie, W., Gustin, M.-P., Challamel, M.-J., Raoux, A., Guignard-Perret, A., ... Franco, P. (2016). The French Sleep Disturbance Scale for Children. Sleep Medicine, 32, 56-65. Retrieved from http://hdl.handle.net/20.500.12162/6495
Rousseau, A., Denieul, M., Lentillon-Kaestner, V., & Valls, M. (2014). French Validation of the Male Body Dissatisfaction Scale in a sample of young men. Journal de Thérapie Comportementale et Cognitive / Journal of Behavioral and Cognitive Therapy, 24, 122-129. Retrieved from http://hdl.handle.net/20.500.12162/151
Loi Zedda, M., Thibodeau, S., Frenette, E., & Forget, P. (2018). A French-Canadian transcultural adaptation of the Resistance to change scale (RTC). Paper presented at the World Congress on Education (WCOE 2018), Dublin, Ireland.
de Chambrier, A.-F., Thevenot, C., Barrouillet, P., & Zesiger, P. (2018). Frequency of finger looking during finger counting is related to children's working memory capacities. Journal of Cognitive Psychology, 30(5-6), 503-510. Retrieved from http://hdl.handle.net/20.500.12162/1789
Kappeler, G., Clerc-Georgy, A., & Truffer, I. (2021, May). From a dynamic assessment perspective, how do teachers support their pupils during their transition from Kindergarten to primary school ? Paper presented at the ISCAR - CHACDOC, Natal, Brazil.
Akkari, A., Loomis, C., & Bauer, S. (2012). From accommodating to using diversity by teachers in Switzerland. Journal of Multiculturalism in Education (The), 7(1), 1-11. Retrieved from http://hdl.handle.net/20.500.12162/258

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