Vol. 28 No. 4 (2005)

Articles

• Évolution des conceptions relatives à l’enseignement, à l’apprentissage et aux technologies de l’information et de la communication chez des enseignants du primaire

  Colette Deaudelin, Sonia Lefebvre, Monique Brodeur, Marc Dussault, Jeanne Richer, Julien Mercier

  583‐614

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• Évaluation d’un programme national de maternelle en milieux défavorisés

  Pierre Lapointe, Richard Tremblay, Martine Hébert

  615‐637

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• Le «rapport Parent», point de départ de l’ancrage de l’école québécoise dans la logique anglophone nord‐américaine

  Yves Lenoir

  638‐668

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• Getting Things Done: Donalda J. Dickie and Leadership Through Practice

  Rebecca Coulter

  669‐699

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• Evaluation of an Anti‐Bullying Program: Student Reports of Knowledge and Confidence to Manage Bullying

  Tanya Beran, Bonnie Shapiro

  700‐717

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• Teachers’ Understanding of Bullying

  Faye Mishna, Iolanda Scarcello, Debra Pepler, Judith Wiener

  718‐738

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• Antibullying Interventions in Schools : Ingredients of Effective Programs

  J. David Smith, J. Bradley Cousins, Rebecca Stewart

  739‐762

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• The Textual Construction of High Needs for Funding Special Education in Ontario

  Yvette Daniel

  763‐783

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• Co‐Teaching in Language Arts: Supporting Students with Learning Disabilities

  Ruthanne Tobin

  784‐801

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• Accountability, Assessment, and the Literacies of Information and Communication Technologies

  Marlene Asselin, Margaret Early, Margot Filipenko

  802‐826

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• Exploring Differential Effects of Mathematics Courses on Mathematics Achievement

  Xin Ma, Laureen McIntyre

  827‐852

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• The Effects of Formal Mentoring on the Retention Rates for First‐Year, Low Achieving Students

  Geri Salinitri

  853‐873

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• On‐line Education for Practicing Professionals: A Case Study

  Heather Duncan

  874‐896

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