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Des écoles pour les apprenants du xxi siècle

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Chapitre 2<br />

Promouvoir la direction efficace des établissements d’enseignement<br />

PONT, B., D. NUSCHE et H. MOORMAN, 2008. Améliorer la direction des établissements scolaires, volume 1 : Politiques et pratiques,<br />

Éditions OCDE, Paris, www.oecd-ilibrary.org/e<strong>du</strong>cation/ameliorer-la-direction-des-etablissements-scolaires_9789264044739-fr.<br />

SCHLEICHER, A., (ed.), 2012. Preparing Teachers and Developing School Leaders for the 21st Century Lessons from around the World,<br />

Éditions OCDE, Paris, http://dx.doi.org/10.1787/9789264174559-en.<br />

SMYLIE, M.A. et coll., 2007. « Trust and the development of distributed leadership », Journal of School Leadership, vol. 17, n o 4,<br />

pp. 469-503.<br />

UNGERLEIDER, C.S., 2006. « Reflections on the use of large-scale student assessment for improving student success », Revue canadienne<br />

de l’é<strong>du</strong>cation, vol. 29, n o 3, pp. 873-888.<br />

UNGERLEIDER, C.S., 2003. « Large-scale student assessment: Guidelines for policy-makers », International Journal of Testing, vol. 3,<br />

n o 2, pp. 119-128.<br />

VANHOOF, J. et coll., 2014. « Data use by Flemish school principals: Impact of attitude, self-efficacy and external expectations »,<br />

E<strong>du</strong>cational Studies, vol. 40, n o 1, pp. 48-62.<br />

VEENMAN, S., Y. VISSER et N. WIJKAMP, 1998. « Implementation effects of a program for the training of coaching skills with school<br />

principals », School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, vol. 9, n o 2,<br />

pp. 135-156.<br />

VELDMAN, D.J. et J.E. BROPHY, 1974. « Measuring teacher effects on pupil achievement », Journal of E<strong>du</strong>cational Psychology, vol. 66,<br />

n o 3, pp. 319-324.<br />

WILLMS, J.D., 2000. « Monitoring school performance for “standards‐based reform” », Evaluation and Research in E<strong>du</strong>cation, vol. 14,<br />

n o 3 et 4, pp. 237‐253.<br />

WILLMS, J.D., 1998. « Assessment strategies for Title I of the improving America’s Schools Act », rapport à l’intention <strong>du</strong> Committee on<br />

Title I Testing and Assessment of the National Academy of Sciences.<br />

WOESSMANN, L., 2001. Schooling, Resources, E<strong>du</strong>cational Institutions, and Student Performance: The International Evidence, Kiel Institute<br />

of World Economics, Kiel.<br />

Pour aller plus loin<br />

BANGS, J. et D. FROST, 2012. « Teacher self-efficacy, voice and leadership: Towards a policy framework for E<strong>du</strong>cation International »,<br />

University of Cambridge, Cambridge.<br />

Burns, D. et L. Darling-Hammond, 2014. Teaching Around the World: What Can TALIS Tell Us? Stanford Center for Opportunity<br />

Policy in E<strong>du</strong>cation, Stanford, CA.<br />

Frost, D., 2011. Supporting teacher leadership in 15 countries: The International Teacher Leadership project, Phase 1 – A report,<br />

Leadership for Learning University of Cambridge Faculty of E<strong>du</strong>cation, Cambridge, Royaume-Uni.<br />

Lieberman, A. et L. Miller, 2004. Teacher Leadership, Jossey-Bass, San Francisco, CA.<br />

42CMEC 2015 <strong>Des</strong> <strong>éco<strong>les</strong></strong> <strong>pour</strong> <strong>les</strong> <strong>apprenants</strong> <strong>du</strong> <strong>xxi</strong> e <strong>siècle</strong> : des chefs d’établissement énergiques, des enseignants confiants et des méthodes novatrices

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