Pour aller plus loin : Références à propos du CLASS#

Bell et al., 2012

Bell, C. A., Gitomer, D. H., McCaffrey, D. F., Hamre, B. K., Pianta, R. C., & Qi, Y. (2012). An argument approach to observation protocol validity. Educational Assessment, 17(2–3), 62–87.

Booker, 2014

Booker, L. N. (2014). Examining the development of beginning middle school math teachers' practices and their relationship with the teachers' effectiveness (Doctoral dissertation). Vanderbilt University.

Bouchard et al., 2014

Bouchard, C., Cantin, G., Charron, A., Crépeau, H., & Lemire, J. (2014). Cantin, G., & Dessus, P. (Eds.). Validation du classroom assessment scoring system (class) en maternelle 4 ans au québec. Colloque du Congrès de l'ACFAS # 519, Qualité des interactions dans les milieux éducatifs : diverses utilisations du CLASS.

Cosnefroy et al., 2014

Cosnefroy, O., Nurra, C., Joët, G., & Dessus, P. (2014 , August 25-27). "I enjoy reading more and more every day, how come you don't?". Evolution of the interest of first graders in reading over the school year.

Cosnefroy et al., 2016

Cosnefroy, O., Nurra, C., & Dessus, P. (2016). Analyse dynamique de la motivation des élèves en début de scolarité obligatoire en fonction de la nature de leurs interactions avec l'enseignant. Éducation & Formations, 90, 29–52.

Curby et al., 2009

Curby, T. W., LoCasale-Crouch, J., Konold, T. R., Pianta, R. C., Howes, C., Burchinal, M., … Barbarin, O. (2009). The relations of observerd pre-k classroom quality profiles to children's achievement and social competence. Early Education and Development, 20(2), 346–372.

Dessus, 2007

Dessus, P. (2007). Systèmes d'observation de classes et prise en compte de la complexité des événements scolaires. Carrefours de l'Education, 23, 103–117.

Dessus et al., 2014, 15 mai

Dessus, P., Cosnefroy, O., & Joët, G. (2014, 15 mai). Evaluer la qualité des interactions enseignant-élèves en début de scolarité : Qualités psychométriques d'une adaptation française du CLASS.

Duflo, 2010

Duflo, E. (2010). Le développement humain. Lutter contre la pauvreté (1). Paris: Seuil.

EarlyChildhoodInstitute, 2011

Early Childhood Institute, T. (2011). Qualitative evaluation of assessment and coaching for pre-K through 3rd-grade teachers. Mississipi State University.

Gaskins et al., 2012

Gaskins, C. S., Herres, J., & Kobak, R. (2012). Classroom order and student learning in late elementary school: a multilevel transactional model of achievement trajectories. Journal of Applied Developmental Psychology, 33, 227–235.

Goigoux, 2015

Goigoux, R. (2015). Lire et écrire. Étude de l'influence des pratiques d'enseignement de la lecture et de l'écriture sur la qualité des premiers apprentissages. Ifé.

Hamre et al., 2013

Hamre, B. K., Pianta, R. C., Downer, J., DeCoster, J., Mashburn, A. J., Jones, S. M., … Hamagami, A. (2013). Teaching through interactions: testing a developmental framework of teacher effectiveness in over 4,000 classroom. The Elementary School Journal, 113(4), 461–487.

Hart, 2002

Hart, L. C. (2002). Preservice teachers’ beliefs and practice after participating in an integrated content/methods course. School Science and Mathematics, 102(1), 4–14.

Jones et al., 2015

Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early socio-emotional functioning and public health: the relationship between kindergarten social competence and future wellness. American Journal of Public Health, pp. e1–e8.

Malmberg et al., 2010

Malmberg, L.-E., Hagger, H., Burn, K., Mutton, T., & Colls, H. (2010). Observed classroom quality during teacher education and two years of professional practice. Journal of Educational Psychology, 102(4), 916–932.

Mashburn et al., 2008

Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., … Early, D. M. (2008). Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child Development, 79(3), 732–749. doi:10.1111/j.1467-8624.2008.01154.x

NICHD, 2003

NICHD. (2003). Social functioning in first grade: associations with earlier home and child care predictors and with current classroom experiences. Child Development, 74(6), 1639–1662.

Pianta et al., 2012

Pianta, R. C., Hamre, B. K., & Mintz, S. L. (2012). CLASS-secondary manual. Charlottesville: Teachstone.

Pianta et al., 2007

Pianta, R. C., Belsky, J., Houts, R., Morrison, F., & NICHD. (2007). Opportunities to learn in america's elementary classrooms. Science, 315, 1795–1796.

Pianta et al., 2008

Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system: Manual K-3. Baltimore: Brookes.

Poulin & Lessard, 2016

Poulin, C., & Lessard, A. (2016). Gérer la classe c’est plus que gérer les comportements : comment atteindre l’équilibre? La Foucade, 17(1), 14–16.

Rimm-Kaufman & Hamre, 2010

Rimm-Kaufman, S. E., & Hamre, B. K. (2010). The role of psychological and developmental science in efforts to improve teacher quality. Teachers College Record, 112(12), 2988–3023.

Speer, 2005

Speer, N. M. (2005). Issues of methods and theory in the study of mathematics teachers' professed and attributed beliefs. Educational Studies in Mathematics, 58, 361–391.

Teachstone, 2011

Teachstone. (2011). Guide des dimensions, CLASS Pre-K. Charlottesville: Teachstone.

Bibliographie#

Il existe de nombreux articles sur le CLASS (voir références). En voici une sélection qui permet d’en savoir plus.

En français#

  • Cantin, G. & Dessus, P. (Org.). (2014, 15 mai). Colloque du Congrès de l’ACFAS # 519, Qualité des interactions dans les milieux éducatifs : diverses utilisations du CLASS. Montréal (Canada). Site du colloque CLASS

  • Cantin, G. & Marcel, J.-F. (Coord.) (2017). CLASS(e) en observation. Les Dossiers des Sciences de l’Éducation, 37.

En anglais#