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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
Batteau, V. (2023, November). How does a Japanese primary school teacher manage the whole-class discussion named neriage? Paper presented at the WALS International Conference 2023, Zwolle, Netherlands.
Batteau, V., Ryu, M., & Miyakawa, T. (2019, February). How does the teacher manage inqiury-based learning during the neriage phase of problem solving lessons? Paper presented at the Colloque JASME, Hiroshima, Japon.
Ornaghi, V., Agliati, A., Pepe, A., & Gabola, P. (2019). How Early-childhood Teachers’ Mind-mindedness Relates to Their Beliefs on Emotions and Their Emotion Socialization Styles. Abstract Book (pp.540-540). Paper presented at the 19th European Conference on Developmental Psychology, Athens, Greece.
Durler, H. (2024). How Education Demands Autonomy on the Part of Pupils: A Sociological Approach to a Paradox. In N. Marquis (Ed.), Education, Parenting, and Mental Health Care in Europe. The Contradictions of Building Autonomous Individuals (pp. 175-188). London, Great Britain: Routledge. Retrieved from http://hdl.handle.net/20.500.12162/7459

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