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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.
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
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.
Clivaz, S., Choy, B. H., Faria, F., Watanabe, T., da Ponte, J. P., & Batteau, V. (2023). From neriage to whole class discussion, a perspective from lesson studies around the world. Paper presented at the WALS International Conference 2023, Zwolle, Netherlands.
Masoni, G. (2023, August). From the books to the woods : the history of the relationship between nature and childhood in the textbooks of the Italian part of Switzerland (1830-1940). Paper presented at the IRSCL Congres, Santa Barbara, États-Unis.
Honegger, M., Joller-Graf, K., Klingowsky, U., Looser, B., Scheidig, F., Scherrer, C., & Zellweger, F. (2019). Fundamentals for a Competency Framework for Lecturers at Universities of Teacher Education. Switzerland.
Lo Presti, A.-M., et Oppliger, S. (2019, mai). Futur-e-s enseignant-e-s en transition: s'autoaccompagner par l'écriture dans son cursus de formation. Communication présentée à Colloque ethique de l'accompagnement et agir coopératif. Panel "l'appel bio-graphique". Pratiques du récit de vie en formation articulées à des questions d'accompagnement, Tours, France.

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