Références
Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275-314.
Aknin, L. B., Barrington-Leigh, C. P., Dunn, E. W., Helliwell, J. F., Burns, J., Biswas-Diener, R., . . . Norton, M. I. (2013). Prosocial spending and well-being: Cross-cultural evidence for a psychological universal. Journal of Personality and Social Psychology, 104(4), 635.
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1.
Azevedo, R., Behnagh, R., Duffy, M., Harley, J., & Trevors, G. (2012). Metacognition and self-regulated learning in student-centered leaning environments. In D. L. Jonassen, Susan (Ed.), Theoretical foundations of student-centered learning environments (pp. 171-197): Routledge.
Baas, D., Castelijns, J., Vermeulen, M., Martens, R., & Segers, M. (2015). The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use. British Journal of Educational Psychology, 85(1), 33-46.
Ballet, J., Biggeri, M., & Comim, F. (2011). Children’s Agency and the Capability Approach: A Conceptual Framework. In M. Biggeri, J. Ballet, & F. Comim (Eds.), Children and the Capability Approach (pp. 22-45). London: Palgrave Macmillan UK.
Ballet, J., Dubois, J. L., & Mahieu, F. R. (2007). Responsibility for each other's freedom: agency as the source of collective capability. Journal of Human Development, 8(2), 185-201.
Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and children, 46(2), 26.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122.
Baumard, N. (2010). Comment nous sommes devenus moraux: Une histoire naturelle du bien et du mal: Odile Jacob.
Baylis, F., & McLeod, C. (2014). Family-making: Contemporary ethical challenges. Oxford: Oxford University Press.
Boler, M. (1999). Feeling power: Emotions and education: Routledge.
Boler, M. (2017). Pedagogies of Discomfort: Inviting Emotions and Affect into Educational Change. Paper presented at the Discomfort Zones: Negotiating Tensions and Cultivating Belonging in Diverse College Classrooms in Québec, Montréal.
Boydston, J. A. (1990). The Collected Works of John Dewey: Early, Middle and Late Works. Carbondale: Southern Illinois University Press.
Brown, P., Corrigan, M. W., & Higgins-D'Alessandro, A. (2012). Handbook of prosocial education (Vol. 1): Rowman & Littlefield.
Chandler, M. J., Lalonde, C. E., Sokol, B. W., Hallett, D., & Marcia, J. E. (2003). Personal persistence, identity development, and suicide: A study of native and non-native North American adolescents. Monographs of the society for research in child development, i-138.
Checkoway, B. (2011). What is youth participation? Children and youth services review, 33(2), 340-345.
Christens, B. D. (2012). Toward relational empowerment. American journal of community psychology, 50(1-2), 114-128.
Christens, B. D., & Dolan, T. (2011). Interweaving youth development, community development, and social change through youth organizing. Youth & Society, 43(2), 528-548.
Chu, K. W. S. (2009). Inquiry project‐based learning with a partnership of three types of teachers and the school librarian. Journal of the American Society for Information Science and Technology, 60(8), 1671-1686.
Chudek, M., & Henrich, J. (2011). Culture–gene coevolution, norm-psychology and the emergence of human prosociality. Trends in cognitive sciences, 15(5), 218-226.
De Backer, L., Van Keer, H., & Valcke, M. (2015). Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates. Learning and Instruction, 38, 63-78.
De Waal, F. (2009). Primates and philosophers: How morality evolved: Princeton University Press.
Decety, J., & Jackson, P. L. (2006). A social-neuroscience perspective on empathy. Current directions in psychological science, 15(2), 54-58.
Dewey, J. (1947). Democracy and Education. New York: Macmillan.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087.
Dunfield, K., Kuhlmeier, V. A., O’Connell, L., & Kelley, E. (2011). Examining the diversity of prosocial behavior: Helping, sharing, and comforting in infancy. Infancy, 16(3), 227-247.
Dunfield, K. A., & Kuhlmeier, V. A. (2013). Classifying prosocial behavior: Children's responses to instrumental need, emotional distress, and material desire. Child development, 84(5), 1766-1776.
Dweck, C. S. (2008). Mindset: The new psychology of success: Random House Digital, Inc.
Felicia, P. (2011). Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches: Multidisciplinary Approaches: IGI Global.
Festenstein, M. (2001). Inquiry as critique: On the legacy of Deweyan pragmatism for political theory. Political Studies, 49(4), 730-748.
Flanagan, C. F., Nakesha. (2001). Youth Civic Development: Implications of Research
for Social Policy and Programs. Social Policy Report, XV(1), 3-15.
Fletcher, N. M. (2018). Envisioning Valuable Lives: Moral Imagining , Autonomy and Philosophy in Childhood. (Doctoral Thesis), Concordia University, Montréal.
Friedman, M. (2003). Autonomy, gender, politics: Oxford University Press.
Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300-329.
Garrison, D. R., & Akyol, Z. (2015). Toward the development of a metacognition construct for communities of inquiry. The Internet and Higher Education, 24, 66-71.
Geier, R., Blumenfeld, P. C., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., & Clay‐Chambers, J. (2008). Standardized test outcomes for students engaged in inquiry‐based science curricula in the context of urban reform. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 45(8), 922-939.
Gregory, M. R. (2002). Constructivism, standards, and the classroom community of inquity. Educational Theory, 52(4), 397-408.
Gregory, M. R. (2004). Being out, speaking out: Vulnerability and classroom inquiry. Journal of Gay & Lesbian Issues in Education, 2(2), 53-64.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning: Routledge.
Haynes, J. (2014). Practising philosophical enquiry with young children. In S. Q. Robson, Stew Frank (Ed.), The Routledge international handbook of young children’s thinking and understanding (pp. 463).
Henrich, J., Boyd, R., Bowles, S., Camerer, C., Fehr, E., Gintis, H., . . . Ensminger, J. (2005). “Economic man” in cross-cultural perspective: Behavioral experiments in 15 small-scale societies. Behavioral and brain sciences, 28(6), 795-815.
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller, and. Educational Psychologist, 42(2), 99-107.
Hwang, G. J., & Chen, C. H. (2017). Influences of an inquiry‐based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving. British Journal of Educational Technology, 48(4), 950-971.
James, W. (1950). The principles of psychology. New York: Dover.
Jenlink, P. M. J., Karen Embry. (2008). Creating Democratic Learning Communities: Transformative Work as Spatial Practice. Theory Into Practice, 47(4), 311-317. doi:10.1080/00405840802329300
Johnston, J. S. (2009). Deweyan inquiry: From education theory to practice: SUNY Press.
Kirshner, B., O'Donoghue, J. L., & McLaughlin, M. W. (2002). Youth participation: Improving institutions and communities: Jossey-Bass Inc Pub.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development: Pearson.
Kopelman, L. M. (1989). Children and health care: Kluwer Dordrecht etc.
Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681-718.
Lee, W. O., & Leung, S. W. (2006). Global citizenship education in Hong Kong and Shanghai secondary schools: Ideals, realities and expectations. Citizenship Teaching and Learning, 2(2), 68-84.
Lipman, M. (2003). Thinking in education: Cambridge University Press.
Lipman, M. (2011). A l'école de la pensée (3ème éd). Bruxelles: DeBoeck Supérieur.
Mackenzie, C., & Stoljar, N. (2000). Relational autonomy: Feminist perspectives on autonomy, agency, and the social self: Oxford University Press.
Markham, T. (2011). Project based learning a bridge just far enough. Teacher Librarian, 39(2), 38.
Matthews, G. (1980). Philosophy and the young child Cambridge, MA: Harvard University Press.
Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 47(4), 474-496.
Mullin, A. (2014). Children, paternalism and the development of autonomy. Ethical Theory and Moral Practice, 17(3), 413-426.
Murris, K. (2016). The posthuman child: Educational transformation through philosophy with picturebooks: Routledge.
Myers, W., & Bourdillon, M. (2012). Concluding reflections: how might we really protect children? Development in Practice, 22(4), 613-620.
Nussbaum, M. C. (2010). Not for profit: Why democracy needs the humanities (Vol. 2): Princeton University Press Princeton, NJ.
Ohito, E. O. (2016). Making the emperor's new clothes visible in anti-racist teacher education: Enacting a pedagogy of discomfort with white preservice teachers. Equity & Excellence in Education, 49(4), 454-467.
Oyler, J. (2008). Purposes, Practices and Principles in Pedagogy. Paper presented at the Intimate Practices: Civic Engagement and the Public Purposes of Education in a Democracy, panel presentation. Annual Meeting of the American Educational Research Association, New York, NY.
Park, D., Yu, A., Baelen, R. N., Tsukayama, E., & Duckworth, A. L. (2018). Fostering grit: Perceived school goal-structure predicts growth in grit and grades. Contemporary Educational Psychology, 55, 120-128.
Paul, R., & Elder, L. (2005). Critical thinking competency standards. Tomales, CA.
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., . . . Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61.
Peirce, C. S. (1877). The fixation of belief. Popular Science Monthly, 12, 1-15.
Reysen, S., & Katzarska-Miller, I. (2013). A model of global citizenship: Antecedents and outcomes. International Journal of Psychology, 48(5), 858-870.
Reznitskaya, A., & Wilkinson, I. A. (2017). The Most Reasonable Answer: Helping Students Build Better Arguments Together. Cambridge, MA: Harvard Education Press.
Rogers, C. R. (1975). Empathic: An unappreciated way of being. The Counseling Psychologist, 5(2), 2-10.
Schonert-Reichl, K. A., & Hymel, S. (2007). Educating the heart as well as the mind social and emotional learning for school and life success. Education Canada, 47(2), 20-25.
Schonert-Reichl, K. A., Smith, V., Zaidman-Zait, A., & Hertzman, C. (2012). Promoting children’s prosocial behaviors in school: Impact of the “Roots of Empathy” program on the social and emotional competence of school-aged children. School Mental Health, 4(1), 1-21.
Serra, M. J., & Metcalfe, J. (2009). Effective Implementation of Metacognition. In D. D. Hacker, J; Graesser, AC; (Ed.), Handbook of metacognition in education (pp. 278): Routledge.
Sullivan, P. J., & Larson, R. W. (2010). Connecting youth to high-resource adults: Lessons from effective youth programs. Journal of Adolescent Research, 25(1), 99-123.
Taylor, C. (1991). Sources of the Self. Cambridge, MA: Harvard University Press.
White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118.
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314.
Yeager, D. S., Trzesniewski, K. H., & Dweck, C. S. (2013). An implicit theories of personality intervention reduces adolescent aggression in response to victimization and exclusion. Child development, 84(3), 970-988.
Young-Bruehl, E. (2012). Childism: Confronting prejudice against children: Yale University Press.
Youniss, J., McLellan, J. A., & Yates, M. (1997). What we know about engendering civic identity. American Behavioral Scientist, 40(5), 620-631.
Zaff, J. F., Jones, E. P., Donlan, A. E., & Anderson, S. (2015). Comprehensive community initiatives for positive youth development: Routledge.
Zeldin, S., Camino, L., & Mook, C. (2005). The adoption of innovation in youth organizations: Creating the conditions for youth–adult partnerships. Journal of Community Psychology, 33(1), 121-135.
Zembylas, M. (2017). Practicing an ethic of discomfort as an ethic of care in higher education teaching. Critical Studies in Teaching and Learning, 5(1), 1-17.
Zembylas, M., & McGlynn, C. (2012). Discomforting pedagogies: Emotional tensions, ethical dilemmas and transformative possibilities. British Educational Research Journal, 38(1), 41-59.