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Books on the topic 'Apprentissage en continu'

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Author: Grafiati
Published: 25 May 2024
Last updated: 7 July 2024

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1

Philippe, Méhaut, ed. Apprentissage ou formation continue?: Stratégies éducatives des entreprises en Allemagne et en France. Paris: L'Harmattan, 1993.

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2

Vivre sainement: Formation personnelle et sociale : 4e secondaire : Cahier d'activités et de contenu. Montréal: Lidec, 1996.

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3

P, Kauchak Donald, ed. Strategies forteachers: Teaching content and thinking skills. 2nd ed. Englewood Cliffs: Prentice-Hall, 1988.

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4

1957-, Ackerman Phillip Lawrence, Kyllonen Patrick C, and Roberts Richard D, eds. Learning and individual differences: Process, trait, and content determinants. Washington, DC: American Psychological Association, 1999.

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5

Sivasailam, Thiagarajan, and Jilème, eds. Modèles de jeux de formation: Les jeux-cadres de Thiagi. 3rd ed. Paris: Eyrolles-Éd. d'Organisation, 2007.

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6

1946-, Kauchak Donald P., ed. Strategies for teachers: Teaching content and thinking skills. 4th ed. Boston: Allyn and Bacon, 2001.

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7

Eggen, Paul D. Strategies for teachers: Teaching content and thinking skills. 3rd ed. Boston: Allyn and Bacon, 1996.

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8

Eggen, Paul D. Strategies for teachers: Teaching content and thinking skills. 2nd ed. Englewood Cliffs, N.J: Prentice-Hall, 1988.

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9

1952-, Brown Steven, and Smith Dorolyn, eds. Active listening: Expanding understanding through content. 3rd ed. Cambridge [England]: Cambridge University Press, 1997.

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10

K, Srull Thomas, Wyer Robert S, and Smith Eliot R, eds. Content and process specificity in the effects of prior experiences. Hillsdale, N.J: Lawrence Erlbaum Associates, 1990.

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11

Classroom strategies for interactive learning. 2nd ed. Newark, Del: International Reading Association, 2004.

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12

Classroom strategies for interactive learning. 3rd ed. Newark, Del: International Reading Association, 2008.

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13

Helgesen, Marc. Active listening: Expanding understanding through content : student's book 3. Cambridge [England]: Cambridge University Press, 1996.

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14

1950-, Wiggins Grant P., ed. Understanding by design handbook. Alexandria, Va: Association for Supervision and Curriculum Development, 1999.

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15

Jay, McTighe, ed. Understanding by design. Alexandria, Va: Association for Supervision and Curriculum Development, 1998.

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16

Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco: Jossey-Bass, 1991.

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17

Wiggins, Grant P. Understanding by design. Upper Saddle River, N.J: Merrill/Prentice Hall, 2001.

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18

Jay, McTighe, ed. Understanding by design. 2nd ed. Upper Saddle River, N.J: Pearson Education, Inc., 2006.

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19

Jay, McTighe, ed. Understanding by Design. 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development, 2005.

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20

The adult learner: A neglected species. 4th ed. Houston: Gulf Pub. Co, 1990.

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21

(Editor), Phillip Lawrence Ackerman, Patrick C. Kyllonen (Editor), and Richard D. Roberts (Editor), eds. Learning and Individual Differences: Process, Trait, and Content Determinants. American Psychological Association (APA), 1999.

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22

Eggen, Paul D. Strategies for Teachers: Teaching Content and Thinking Skills. Prentice Hall College Div, 1987.

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23

Strategies for Teachers: Teaching Content and Thinking Skills. Allyn & Bacon, 1995.

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24

Eggen, Paul D. Strategies for Teachers: Teaching Content and Thinking Skills. 2nd ed. Prentice Hall College Div, 1987.

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25

Eggen, Paul D., and Donald P. Kauchak. Strategies for Teachers: Teaching Content and Thinking Skills (4th Edition). Allyn & Bacon, 2000.

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26

CORVAGLIA, Antonella, and Françoise WOLF-MANDROUX, eds. Formation linguistique des apprenants allophones et pédagogies innovantes. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.9782813003621.

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Abstract:
Cet ouvrage est le fruit d’une réflexion autour de la pédagogie et de l’innovation, résultat d’un travail de terrain et de recherches sur plusieurs années et d’interrogations sur les pratiques pédagogiques des enseignants. Dans un monde en mutation perpétuel, quels sont les moyens d'accueillir et de former les apprenants allophones, dans le but d’une intégration sociale réussie ? Le colloque “Formation linguistique des apprenants allophones et pédagogies innovantes”, qui s’est déroulé en juin 2019, a permis aux intervenants venus de différents pays et continents, d’exprimer leur point de vue sur la question de l'enseignement-apprentissage des langues et des cultures, dans une société marquée de plus en plus par le plurilinguisme, que ce soit à l’école ou dans la famille. La richesse d’expériences internationales croisées, dans des contextes particuliers et propres à chaque pays, a souligné l’importance des échanges de pratiques et de projets innovants. Une question à la fois difficile et délicate, mais réaliste, et qui touche tous les peuples. Les changements et les évolutions liés à la société ont conduit inévitablement à la question de l’innovation pédagogique qui n’est pas seulement innovation numérique, mais aussi institutionnelle. Une pierre d’angle à l’édifice est bien sûr la formation des enseignants qui sont inévitablement poussés/conduits aujourd’hui à dépasser les frontières de leurs classes et les espaces éducatifs classiques. Les articles contenus dans cet ouvrage mettent en avant la grande diversité des pratiques et des expérimentations pédagogiques innovantes, sources d’inspiration incontournables, et qui vont au-delà de simples réflexions : cette diversité et ces échanges permettent d’envisager un avenir éducatif, linguistique et multiculturel prometteur.
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27

Buehl, Doug. Classroom Strategies for Interactive Learning. 2nd ed. International Reading Association, 2001.

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28

Buehl, Doug. Classroom Strategies for Interactive Learning. Wisconsin State Reading Association, 1995.

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29

Wyer, Jr Robert S., and Thomas K. Srull. Content and Process Specificity in the Effects of Prior Experiences: Advances in Social Cognition, Volume III. Taylor & Francis Group, 2014.

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30

Srull, Thomas K., and Wyer Robert S. Jr. Content and Process Specificity in the Effects of Prior Experiences: Advances in Social Cognition, Volume III. Taylor & Francis Group, 2014.

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31

Srull, Thomas K., and Wyer Robert S. Jr. Content and Process Specificity in the Effects of Prior Experiences: Advances in Social Cognition, Volume III. Taylor & Francis Group, 2014.

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32

Wyer, Jr Robert S., and Thomas K. Srull. Content and Process Specificity in the Effects of Prior Experiences: Advances in Social Cognition, Volume III. Taylor & Francis Group, 2014.

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33

Srull, Thomas K., and Wyer Robert S. Jr. Content and Process Specificity in the Effects of Prior Experiences: Advances in Social Cognition, Volume III. Taylor & Francis Group, 2014.

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34

(Editor), Thomas K. Srull, Jr., Robert S. Wyer (Editor), and Thomas K. Srull (Editor), eds. Advances in Social Cognition: Content and Process Specificity in the Effects of Prior Experiences (Advances in Social Cognition,) (Paperback). Lawrence Erlbaum, 1990.

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35

Jr., Robert S. Wyer (Editor) and Thomas K. Srull (Editor), eds. Content and Process Specificity in the Effects of Prior Experiences: Advances in Social Cognition, Volume III (Advances in Social Cognition). Lawrence Erlbaum, 1990.

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36

Wiggins, Grant P., and Jay McTighe. Understanding by Design, Expanded 2nd Edition. 2nd ed. Prentice Hall, 2005.

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37

Wiggins, Grant P., and Jay McTighe. Understanding by Design, Expanded 2nd Edition. Prentice Hall, 2005.

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38

Learning to Succeed. AMACOM, 2015.

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39

Role of First Language in Second Language Reading. Taylor & Francis Group, 2016.

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