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Section 5 : Les clés d’une éducation supérieure réussie selon Hattie, Kuh et Tinto

Adams, P. (2000). Effective teaching of tertiary learners: Stategies and faculty development implications. Thèse de maîtrise. Faculty of Education of the University of Lethbridge.

Ambrosino, R., Peel, J. (2011). Faculty development programs: Assessing the impact on instructional practices, and student learning and motivation. Journal of Faculty Devlopment, 25 (2).

Amundsen, C., Abrami, P., McAlpine, L., Weston, M., Krbavac, M., Mudy, A., Wilson, M. (2005). The what and why of faculty development in higher education: An in-depth review of the literature. American Educational Research Association Annual Meeting, Montréal, Canada.

Austin, A. E., Sorcinelli, M. D. (2013). The future of faculty development: Where are we going? New Directions for Teaching and Learning.

Baker, G. R., Jankowski, N., Provezis, S., Kinzie, J. (2012). Using assessment results: Promising practices of institutions that do it well. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.

Barab, S. A., Duffy, T. (2000). From practice fields to communities of practice. Dans D.
Jonassen, S.M. Land (Ed.), Theoretical foundations of learning environments. Mahwah, NJ: Erlbaum Associates. 

Bates, B. A. (2010). Perceptions of faculty development practices and structures that influence teaching at high performance colleges and universities. ProQuest LLC.

Beach, A., Cox, M. (2009). The impact of faculty learning communities on teaching and learning. Learning Communities Journal, 1 (1).

Becher, T. (1999). Professional practices: Commitment and capability in a changing environment.New Brunswick, NJ: Transaction Publishers.

Beld, J. M. (2010). Engaging departments in assessing student learning: Overcoming common obstacles. Peer Review, 12 (1).

Bothel, T., Henderson, T. (2004). Evaluating the return on investment of faculty development. Dans C. Wehlburg, S. Chadwick-Blossey (Ed.), To improve the academy: Resources for faculty, instructional, and organizational development. Volume 22. San Francisco: Anker Publishing.

Braxton, J. M., Bray, N. J., Berger, J. B. (2000). Faculty teaching skills and their influence on the college student departure process. Journal of College Student development, 41 (2).

Brownlee, J., Berthelsen, D. (2005). Personal epistemology and relational pedagogy in early childhood teacher education programs. Early Years, 26.

Caena, F. (2011). Quality in teachers’ continuing professional development literature review. European Commission, Directorate-General for Education and Culture, Education and Training 2020, Professional Development of Teachers Thematic Working Group.  

Cash, A. H., Hamre, B. (2013). Evaluating and improving student-teacher interactions. Dans J. Hattie, E. M. Anderman (Ed.), International guide to student achievement. Routledge.

Coghlan, C., Fowler, J., Messel, M. (2009). The sophomore experience: Identifying factors related to second-year attrition. Dans R. Hayes (Ed.), Proceedings of the 5th national symposium on student retention. Buffalo, NY. Norman, OK : The university of Oklahoma.

Condon, W., Iverson, E. R., Manduca, C. A., Rutz, C., Willett, G. (2016, à paraître). Faculty development and student learning: Assessing the connections. Indiana University Press, Scolarship of Teaching and Learning.

Cook-Sather, A., Bovill, C., Felten, P. (2014). Engaging students as partners in learning and Teaching: A guide for faculty. San Francisco, CA: Jossey-Bass.

Cornelius-White, J. (2008). Learner-centered student-teacher relationships are effective: A meta-analysis. Review of Educational Research, 77.

Cox, M. D. (2003). Achieving teaching and learning excellence through faculty learning communities. Center for Teaching, 14 (4).

Cox, M. D., Richlin, L. (Ed.). (2004). Building faculty learning communities. New Directions for Teaching and Learning, 97.

Daly, C. J. (2011). Faculty learning communities : Adressing the professional development needs of faculty and the learning needs of students. Currents in Teaching and Learning, University of Worcester.

Darling-Hammond, L., Youngs, P. (2002). Defining highly qualified teachers: What does scientifically-based research actually tell us? Educational Researcher, 31, (9).

Davis, H. A. (2013). Techer-student relationships. Dans J. Hattie, E. M. Anderman (Ed.), International guide to student achievement. Routledge.

Dee, J., Daly, C. (2009). Innovative models for organizing faculty development programs: Pedagogical reflexivity, student learning empathy, and faculty agency. Human Architecture: Journal of the Sociology of Self-Knowledge, 7 (1).

Denecker, C. (2014). The Teaching Partners Program: A place for conversation, collaboration, and change. Journal of Faculty Development, 28 (1).

Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.

Eckel, P., Green, M., Hill, B. (2001). Riding the waves of change: Insights from transforming institutions. Washington, DC: American Council on Education.

Eggleston, T. (2013). McKendree University assessment 2.0: A systematic, comprehensible and sustainable model combining assessment and faculty development. DPQ in Practice.

Elder, L. (2004). Professional development model – Colleges and universities that foster critical thinking. The Critical Thinking Community. 

Elliott, R. W. (2014). Faculty Development curriculum: What informs it? Journal of Faculty Development, 28 (3).

Engelkemeyer, S., Landry, E. (2001). Negotiating change on campus: Lessons from five years of AAHE’s summer academy. AAHE Bulletin

Entwistle, N. (2007). Research into student learning and university teaching. Dans N. Entwistle, P. Tomlinson (Ed.), Student learning and university teaching. Leicester, UK: The British Psychological Society.

Ewell, P. T., Paulson, K., Kinzie, J. (2011). Down and in: Assessment practices at the program level. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

Fishman, B., Marx, R., Best, S., Tal, R. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education, 19 (6).

Gardner, J. N., Van der Veer, G. (1998). The senior year experience: Facilitating integration, reflection, closure, and transition. San Francisco, CA: Jossey-Bass.

Geijsel, F. P., Sleegers, P. J. C., Stoel, R. D., Kruger, M. L. (2009). The effect of teacher psychological and school organizational and leadership factors on teachers’ professional learning in Dutch schools. Elementary School Journal, 109, (4).

Gess-Newsome, J. (2013). Pedagogical content knowledge. Dans J. Hattie, E. M. Anderman (Ed.), International guide to student achievement. Routledge.

Gibbs, C. (2002). Effective teaching: exercising self-efficacy and thought control of action. Paper prsented at the Annual Conference of the British Educational Research Association, University of Exeter, England.

Glenn, D. (2010). Educators mull how to motivate professors to improve teaching. The Chronicle of Higher Education.

Goddard, R. D., Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17.

Goddard, R. D., Hoy, W. K., Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37 (2).

Goddard, R. D., Hoy, W. K., Woolfolk Hoy, A. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33 (3).

Goe, L. (2013). Quality of teaching. Dans J. Hattie, E. M. Anderman (Ed.), International guide to student achievement. Routledge.

Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. Washington, DC : National Comprehensive Center for Teacher Quality.

Graunke, S. S., Woosley, S. A. (2005). An exploration of the factors that affect the academic success of college sophomores.

Green, H. J., Hood, M. (2013). Significance of epistemological beliefs for teaching and learning psychology: A review. Psychology Learning and Teaching, 12 (2).

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses on achievement, London and New York: Routledge.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learing. London and New York: Routledge.

Hattie, J. (2015a). What doesn’t work in education: The politics of distraction. Open Ideas at Pearson. Pearson.

Hattie, J. (2015b). What works best in education : The politics of collaborative expertise. Open Ideas at Pearson. Pearson.  

Hill, H., Rowan, B., Ball D. L., Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39 (4).

Hockings, C. (2010). Inclusive learning and teaching in higher education: A synthesis of research. EvidenceNet.  

Holmgren, R. A. (2005). Teaching partners: Improving teaching and learning by cultivating a community of practice. Dans S. Chadwick-Blossey, D. R. Robertson (Ed.), To improve the academy: Vol. 23. Resources for faculty, instructional, and organizational development. Bolton, MA: Anker Publishing.

Huber, M. T., Hutchings, P. (2005). Integrative learning: Mapping the terrain. Washington, DC : Association of American Colleges and Universities.

Huber, M. T. (2010). Teaching travels: Reflections on the social life of classroom inquiry and innovation. International Journal for the Scholarship of Teaching and Learning, 32 (2).

Hunter, G., Abelmann, N., Cain, T. R., McDonough, T., Prendergast, C. (2009). Interrogating the university: One archival at a time. Change, 40 (5).

Hunter, M. S., Tobolowsky, B. F., Gardner, J. N., Evenbeck, S. E., Pattengale, J. A., Schaller, M. A., Schreinder, L. A. (Ed.). (2010). Helping sophomores succeed: Understanding and improving the second-year experience. San Francisco, CA: Jossey-Bass.

Hutchings, P. (2010). Opening doors to faculty involvement in assessment. NILOA Occasional Paper no. 4. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

Hutchings, P. (2011). From department to disciplinary assessment: Deepening faculty engagement. Change, 43 (5).

Hutchings, P., Kinzie, J., Kuh, G. D. (2015). Evidence of student learning: What counts and what matters for improvement. Dans G. D. Kuh, S. O. Ikenberry, N. A. Jankowski, T. Reese Cain, P. T. Ewell, P. Hutchings, J. Kinzie (Ed.), Using evidence of student learning to improve higher education. National Institute for Learning Outcomes Assessment. Josey-Bass.

Jankowski, N. A. (2012). Mapping the topography of the evidence use terrain in assessment of U.S. higher education: A multiple case study approach. Doctoral dissertation, University of Illinois, Champaign.

Jones, L. F. 2005. Exploring the inner landscape of teaching: A program for faculty renewal. Dans S. Chadwick-Blossey, D. R. Robertson (Ed.), To improve the academy: Vol 23. Resources for faculty, instructional, and organizational development. Bolton, MA: Anker Publishing.

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Jordan, A., Schwartz, E., McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25.

Kane, T. J., Taylor, E. S., Tyler, J. H., Wooten, A. L. (2011). Identifying effective classroom practices using student achievement data. Journal of Human Resources, 46 (3).

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Kezar, A., Eckel, P. (2002). Examining the institutional transformation process: The importance of sensemaking, interrelated strategies, and balance. Research in Higher Education, 43 (3).

King, K. P., Lawler, P. A. (2003). Trends and issues in the professional development of teachers of adults. New Directions for Adult and Continuing Education, 98.

Kinzie, J. (2005). Promoting student success: What faculty members can do. Occasional Paper 6, National Survey of Student Engagement. Indiana Center for Postsecondary Research.

Kinzie, J. (2012). Carnegie Mellon University: Fostering assessment for improvement and teaching excellence. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

Kuh, G. D. (2003). What we’re learning about student engagement from NSSE. Change.

Kuh, G. D., Gonyea, R. M., Williams, J. M. (2005). What students expect from college and what they get. Dans T. Miller, B. Bender, J. Schuh, and associates (Ed.), Promoting reasonable expectations: Aligning student and institutional thinking about the college experience. San Francisco: Jossey-Bass/National Association of Student Personnel Administrators.

Kuh, G. D., Ikenberry, S. (2009). More than you think, less than we need: Learning outcomes assessment in American higher education. Champaign, IL: National Institute for Learning Outcomes Assessment.

Kuh, G. D., Jankowski, N. A., Ikenberry, S., Kinzie, J. (2014). Knowing what students know and can do: The current state of learning outcomes assessment at U.S. colleges and universities. Champaign, IL: National Institute for Learning Outcomes Assessment.

Kuh, G. D., Kinzie, J., Buckley, J., Bridges, B., Hayek, J. C. (2006). What matters to student success: A review of the literature. Commissioned report for the National Symposium on Postsecondary Student Success: Spearheading a dialog on student success. National Postsecondary Education Cooperative.

Kuh, G. D., Kinzie, J., Buckley, J., Bridges, B., Hayek, J. C. (2007). Piecing together the student success puzzle: Research, propositions, and recommendations. ASHE Higher Education Report, 32 (5). San Francisco: Jossey-Bass.

Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt E. J., et al. (2005). Student success in college: Creating conditions that matter. Jossey-Bass.

Kuh, G. D., Nelson Laird, T. F., Umbach, P. D. (2004). Aligning faculty activities and student behavior: Realizing the promise of Greater Expectations.

Kumar, R., Alvarado, L. (2013). Teachers’ cultural and professional identities and student outcomes. Dans J. Hattie, E. M. Anderman (Ed.), International guide to student achievement. Routledge.

Laird, T., Chen, D., Kuh, G. (2008). Classroom practices at institutions with higher than expected persistence rates: What student engagement data tell us. Dans J. Braxton (Ed.), The role of the classroom in college student persistence. New Directions for Teaching and Learning, 115.

Lidar, M., Lundqvist, E., Ostman, L. (2005). Teaching and learning in the science classroom: The interplay between teachers’ epistemological moves and students’ practical epistemologies. Science Education, 90.

Macpherson, A. (2007). Faculty learning communities: The heart of the transformative learning organization. Transformative Dialogues: Teaching & Learning Journal, 1 (2).

Maggioni, L., Parkinson, M. (2008). The role of teacher epistemic cognition, epistemic beliefs, and calibration in instruction. Educational Psychology Review, 20 (4).

Marra, R. (2005). Teacher beliefs: The impact of the design of constructivist learning environments on instructor epistemologies. Learning Environments Research, 8.

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McShannon, J., Hynes, P., Nirmalakhandan, N., Venkataramana, G., Ricketts, C., Ulery, A., Steiner, R. (2006). Gaining retention and achievement for students program: A faculty development program. Journal of Professional Issues in Engineering Education and Practice, 132 (3).  

Minter, R. L. (2009). The paradox of faculty development. Contemporary Issues in Education Research, 2 (4).

Mooney, K. M., Reder, M. (2008). Faculty development at small and liberal arts colleges. Dans D. R. Robertson, L.B. Nilson (Ed.), To Improve the Academy: Vol. 26. Resources for faculty, instructional, and organizational development. San Francisco, CA: Jossey-Bass.

National Commission on Higher Education Attainment. (2013). An open letter to college and university leaders: College completion must be our priority. American Council on Education.

Nelson Laird, T. F., Chen, D., Kuh, G. D. (2008). Classroom practices at institutions with higher-than-expected persistence rates: What student engagement data tell us. New Directions for Teaching and Learning, 115.

Olafson, L. J., Schraw, G. (2006). Teachers’ beliefs and practices within and across domains. International Journal of Educational Research, 45 (1-2).

O’Meara, K. (2005). The courage to be experimental: How one faculty learning community influenced faculty teaching careers, understanding of how students learn, and assessment. Journal of Faculty Development, 20 (3).

Ozgun-Koca, S., Sen, A. (2006). The beliefs and perceptions of preservice teachers enrolled in a subject-area dominant teacher education program about effective education. Teaching and Teacher Education, 22.

Pas, E. T., Newman, D. S. (2013). Teacher mentoring, coaching, and consultation. Dans J. Hattie, E. M. Anderman (Ed.), International guide to student achievement. Routledge.

Pascarella, E. T., Terenzini, P. T. (2005). A third decade of research. Volume 2 of How college affects students. San Francisco: Jossey-Bass.

Perez, A. M., McShannon, J. (2002). Faculty development program for community college leads to student success. New Directions for Adult and Continuing Education, 93.

Perez, A. M., McShannon, J., Hynes, P. (2012). Community college faculty development program and student achievement. Community College Journal of Research and Practice, 36 (5).

Prawat, R. (2013). Teacher beliefs about teaching and learning: The role of idea-oriented pedagogy. Dans J. Hattie, E. M. Anderman (Ed.), International guide to student achievement. Routledge.

Reder, M. (2007). Does your college really support teaching and learning ? AAC&U, Peer Review, 9 (4).

Rhoades, G. (2012). Faculty engagement to enhance student attainment. Paper prepared for the National Commission on Higher Education Attainment.

Robinson, V. M. J. (2010a). From Instructional leadership to leadership capabilities: Empirical findings and methodological challenges. Leadership and Policy in Scools, 9 (1).

Robinson, V. M. J. (2010b). Researching the impact of leadership practices on student outcomes: Progress made and challenges to overcome. Asia Leadeship Research and Development Roundtable, Hong Kong Institute of Education, Hong Kong.

Rodgers, R., Christie, J., Wideman, M. (2014). The effects of a required faculty development program on novice faculty self-efficacy and teaching. Toronto: Higher Education Quality Council of Ontario.

Ross, J. A. (2013). Teacher efficacy. Dans J. Hattie, E. M. Anderman (Ed.), International guide to student achievement. Routledge.

Ross, J. A., Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17 (2).

Rubie-Davies, C., Hattie, J., Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of Educational Psychology, 76.

Schleicher, A. (2011). Is the sky the limit to education improvement? Phi Delta Kappan, 93 (2).

Schommer-Aikins, M. (2002). An evolving theoretical framework for an epistemological belief system. Dans B. K. Hofer, P. R. Pintrich (Ed.), Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum.

Schraw, G., Brownlee, J., Olafson, L. (2013). Teachers’ epistemological beliefs and achievement. Dans J. Hattie, E. M. Anderman (Ed.), International guide to student achievement. Routledge.

Schreiner, L. A., Pattengale, J. (2000). What is the sophomore slump and why should we care? Dans L. A. Schreiner, J. Pattengale (Ed.), Visible solutions for invisible students: Helping sophomores succeed. Monographie no 31. Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition.

Schilling K., Schilling, K. L. (1999). Increasing expectations for student effort. About Campus.

Smyth, E. (2013). Entry to tertiary education. Dans Dans J. Hattie, E. M. Anderman (Ed.), International guide to student achievement. Routledge.

Sorcinelli, M. D. (2002). Ten principles of good practice in creating and sustaining teaching and learning centers. Dans K. H. Gillespie, L. R. Hilson, E. C. Wadsworth (Ed.), A guide to faculty development: Practical advise, examples, and resources. Bolton, Mass.: Anker.

Sorcinelli, M. D. (2007). Faculty development: The challenge going forward. AAC&U Peer Review, 9 (4).

Sorcinelli, M., Austin, A., Eddy, P., Beach, A. (2006). Creating the future of faculty development: Learning from the past, understanding the present. Bolton, MA: Anker Publishing.

Tagg, J. (2003). The learning paradigm college. Boston: Anker. Contenu d’une conférence de l’auteur sur le sujet.

Teacher Training Center for International Educators. (2007). Professional development that makes a difference. International Educator, 22 (2).

The New Teacher project (TNTP). (2015). The mirage: Confronting the hard truth about our quest for teacher development. Tntp.org

Tinto, V. (2011). Taking student success seriously in the college classroom. Paper written with support from the Bill & Melinda Gates Foundation.

Tinto, V. (2012). Completing college: Rethinking institutional actions. Chicago: The University of Chicago Press.

Tinto, V., Pusser, B. (2006). Moving From Theory to Action: Building a Model of Institutional Action for Student Success. National Postsecondary Education Cooperative.

Tobolowsky, B. F., Cox, B. E. (2007). Shedding light on sophomores: An exploration of the second college year. Monograph no 47. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience & Students in Transition.

Tobolowsky, B. F., Cox, B. E., Wagner, M. T. (2005). Exploring the evidence : Reporting Research on first-year seminars, Volume III. The first-year monograph series, no 42. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience & Students in Transition.

Umbach, Paul, Wawrzynski, M. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education, 46 (2).  

Upcraft, M. L., Gardner, J., Barefoot, B. (2005). Challenging and supporting the first-year student: A handbook for improving the first year of college. San Francisco: Jossey-Bass.

Van Note Chism, N. (2008). The scholarship of teaching and learning: Implications for professional development. Presentation at the Thai Professional and Organizational Development Network 2-Day Workshop, Bankok, Thailand.

Walter, C., Briggs, J. (2012). What professional development makes the most difference to teachers? Report sponsored by Oxford University Press. University of Oxford Department of Education.

Ward, K., Trautvetter, L., Braskamp, L. (2005). Putting students first : Creating a climate of support and challenge. Journal of College and Character, 6 (8).

Werder, C., Otis, M. M. (Ed.). (2010). Engaging student voices in the study of teaching and learning. Sterling, VA: Stylus.Reese, T., Hutchings, P. (2015). Faculty and students assessment at the intersection of teaching and learning. Dans G. D. Kuh, S. O. Ikenberry, N. A. Jankowski, T. Reese Cain, P. T. Ewell, P. Hutchings, J. Kinzie (Ed.), Using evidence of student learning to improve higher education. National Institute for Learning Outcomes Assessment. Josey-Bass.

Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, Cambridge University Press.

Wentzel, K. R. (2009). Students’ relationships with teachers as motivational contexts. Dans K. R. Wentzel, A. Wigfield (Ed.), Handbook of motivation. New York: Routledge.

Wieman, C., Perkins, K., Gilbert, S. (2010). Transforming science education at large research universities: A case study in progress. Change.

Willcoxson, L., Cotter, J., Joy, S. (2011). Beyond the first-year experience: The impact on attrition of student experiences throughout undergraduate degree studies in six diverse universities. Studies In Higher Education, 36 (3).

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