Bibliographie

Biesta, G. J. (2015). Good education in an age of measurement: Ethics, politics, democracy. Routledge.

Biesta, G. (2020). Risking ourselves in education: qualification, socialization, and subjectification revisited. Educational Theory, 70(1), 89-104.

Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education. Duke Classics.

Fadel, C., Bialik, M., & Trilling, B. (2017). Die vier Dimensionen der Bildung. Was Schülerinnen und Schüler im, 21. Jahrhundert lernen müssen. Zentralstelle für Lernen und Lehren im 21. Jahrhundert e.V., Hamburg.

Le jeune confiant

• Conzen, P. (2010). Erik H. Erikson Grundpositionen seines Werkes (1. Aufl.. ed.). Stuttgart: W. Kohlhammer Druckerei GmbH.
• Cyrulnik, Boris. (2005). La résilience : Le réalisme de l'espérance. Ramonville Saint-Agne: Erès.
• Evans, A. M., Athenstaedt, A., & Krueger, J. I. (2013). The development of trust and altruism during childhood. Journal of Economic Psychology, 36, 82-95.
• Goldstein, S., Brooks, R., & SpringerLink. (2005). Handbook of Resilience in Children. Boston, MA : Springer US
• Hansenne, Michel. (2018). Psychologie de la personnalité (5e éd.. ed.). Louvain-la-Neuve: De Boeck supérieur.
• Lecomte, J. (2004). Les applications du sentiment d'efficacité personnelle. Savoirs, hors série(5), 59-90.
• Posth, Rüdiger. (2014). Vom Urvertrauen zum Selbstvertrauen : Das Bindungskonzept in der emotionalen und psychosozialen Entwicklung des Kindes. Münster: Waxmann.

Le jeune connecté

• Deplus, S., Lahaye, M. (2015). La pleine conscience chez l’enfant et l’adolescent. Wavre, Belgique: Mardaga.
• De Singly, F. (2017). Double Je. Identité personnelle, identité statutaire. Paris: Armand Colin..
• Pillet, V. (2007). La théorie de l'attachement : pour le meilleur et pour le pire. Dialogue, 175(1)
• Iteanu O., Salvatori O. (2008). L’identité numérique en question. Paris: Eyrolles.
• Reich, Stephanie M, Subrahmanyam, Kaveri, & Espinoza, Guadalupe. (2012). Friending, IMing, and hanging out face-to-face: Overlap in adolescents' online and offline social networks. Developmental Psychology, 48(2), 356-368.
• Walrave, M., Ponnet, K., Vanderhoven, E., Haers, J., Segaert, B., & SpringerLink. (2016). Youth 2.0: Social Media and Adolescence Connecting, Sharing and Empowering. Springer, Cham

Le jeune curieux

• Gardner H. (2011). The unschooled Mind. New York: Basics Books
• Kashdan, T. B., & Silvia, P. (2009). Curiosity and interest: The benefits of thriving on novelty and challenge. In C. R. Snyder & S. J. Lopez (Eds.), Oxford Handbook of Positive Psychology (2nd ed., pp. 367-374). Oxford: Oxford University Press.
• Von Stumm, S., Hell, B., Chamorro-Premuzic, T. (2011). The Hungry Mind: Intellectual Curiosity Is the Third Pillar of Academic Performance. Perspectives on Psychological Science; 6 (6)

Le jeune créatif

• Csikszentmihalyi M. (1996). Creativity. New York: Harper Collins.
• Gardner H. (2008). 5 Minds for the Future. Boston, Massachusetts: Harward Business Press.
• Hüther, G. (2018). Co-creativity and community. Göttingen, Germany : Vandenhoeck & Ruprecht
• Lubbart, T. (2012). Les ressorts psychologiques de la créativité. Revue économique Et Sociale : Bulletin De La Société D'Etudes Economiques Et Sociales, 70(4), 13.

Le jeune comme citoyen

• Gardner H. (2008). 5 Minds for the Future. Boston: Harward Business Press.
• Sandel, M.  (1996). Democracy’s Discontent. Cambridge:  Harward University Press.
• Matuchek, K.; Lange, V. (2018). Engagement im digitalen Zeitalter. Bonn: Brandt GmbH Druckerei und Verlag.

l'Union européenne

•  European Council (2006) Recommendation of the European Parliament and the Council of 18 December 2006 on Key Competences for Lifelong Learning. Brussels: Official Journal of the European Union.

• European Council (2018) Recommendation of 22 May on key competences for lifelong learning: Official Journal of the European Union. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:OJ.C_.2018.189.01.0001.01.ENG

• European Commission (2018) KEY COMPETENCES FOR LIFELONG LEARNING https://op.europa.eu/s/n66Q

DeSeCo & OECD

• Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD Education Working Papers, No. 41, OECD Publishing.

• Rychen, D.S., & Salganik, L.H. (Eds.). (2001).Defining and selecting key competencies. Göttingen, Germany: Hogrefe & Huber

• Rychen, D.S., Salganik, L.H., & McLaughlin, M.E. (Eds.). (2003).Contributions to the second DeSeCo symposium.Neuchatel, Switzerland: Swiss Federal Statistical Office.

• Rychen, S. & Salganik, L. (2003) Key Competencies for a Successful Life and a Well-Functioning Society. Göttingen: Hogrefe & Huber.

• Organisation for Economic Co-operation and Development 2005, Definition and selection of key competencies: executive summary, OECD, Paris. viewed 22 May 2020, <http://www.oecd.org/dataoecd/47/61/35070367.pdf>.

• OECD Future of Education and Skills 2030 project https://www.oecd.org/education/2030-project/
   
• E2030 conceptual framework: key competencies for 2030 (DeSeCo 2.0) Education 2030: Key competencies for the future
  http://www.oecd.org/education/2030/E2030-CONCEPTUAL-FRAMEWORK-KEY-COMPETENCIES-FOR-2030.pdf

Autres cadres

• Binkley M. et al. (2012) Defining Twenty-First Century Skills. In: Griffin P., McGaw B., Care E. (eds) Assessment and Teaching of 21st Century Skills. Springer, Dordrecht
   
• Fullan, M., & Scott, G. (2014). New pedagogies for deep learning whitepaper: Education PLUS. Collaborative Impact SPC, Seattle, Washington, 9. Institute for the Future for the University of Phoenix Research Institute http://www.iftf.org/uploads/medi/SR-1382A_UPRI_future_work_skills_sm.pdf
   
• Looney, J., & Michel, A. (2014). KeyCoNet’s conclusions and recommendations for strengthening key competence development in policy and practice. Final report. European Schoolnet: Brussels. Retrieved from: http://keyconet.eun.org/c/
   
• Marope, M., Griffin, P., & Gallagher, C. (2017). Future Competences and the Future of Curriculum. Retrieved from International Bureau of Education website: http://www. ibe. unesco. org/en/news/document-future-competences-and-future-curriculum.
   
• National Research Council 2012. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC: The National Academies Press. https://doi.org/10.17226/13398.
   
• NCREL’s Engauge 21st century skills – Digital Literacies for a digital age https://files.eric.ed.gov/fulltext/ED463753.pdf 
   
• Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons. P21 of 21st century learning
   
• World Economic Forum New Vision for Education: Fostering Social and Emotional Learning through Technology http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdf

Commentateurs des cadres des "compétences clés" et des "compétences du 21e siècle".

• J. Hartig, E. Klieme, & D. Leutner (2008) (Eds.), Assessment of competencies in educational contexts. Göttingen: Hogrefe & Huber Publishers.

• Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for New Millennium Learners in OECD countries. Organization for Economic Cooperation and Development. EDU working paper no. 41. Retrieved from http://www.olis.oecd.org/olis/2009doc.nsf/linkto/eduwkp( 2009)20

• Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Bellanca & R. Brandt (Eds.), 21st century skills (pp. 51–76). Bloomington: Solution Tree Press.
• Voogt, J., & Pareja Roblin, N. (2010). 21st century skills. Enschede: University of Twente.
   
• Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (p. 45–65). Hogrefe & Huber Publishers.

Cadres d'autres pays (régions ou provinces) par ordre alphabétique

• Australian Curriculum – General capabilities  https://australiancurriculum.edu.au/resources/curriculum-connections/portfolios/food-and-wellbeing/general-capabilities/
   
• Pan-Canadian Systems-Level Framework on Global Competencies https://www.cmec.ca/Publications/Lists/Publications/Attachments/403/Pan-Canadian%20Systems-Level%20Framework%20on%20Global%20Competencies_EN.pdf
  • British Columbia – core competencies https://curriculum.gov.bc.ca/competencies
  • Ontario 21st century competences http://www.edugains.ca/resources21CL/About21stCentury/21CL_21stCenturyCompetencies.pdf
  • Québec – cross curricular competencies http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/PFEQ-tableau-synthese-secondaire-cycles-1-et-2-EN.pdf
     
• Dutch 21e-eeuwse vaardigheden - https://slo.nl/thema/meer/21e-eeuwsevaardigheden/
   
• Estonian national curriculum – core values and competences https://www.hm.ee/sites/default/files/est_upper_secondary_nat_cur_2014_general_part_final.pdf   
   
• Finland - Finnish National Board of Education. (2016). National Core Curriculum for Basic Education 2014. Helsinki, Finland: Finnish National Board of Education.
   
• Ireland – Key Skills for Junior cycle https://ncca.ie/media/3249/framework-for-junior-cycle-2015-en.pdf Key Skills for Senior cycle https://curriculumonline.ie/getmedia/161b0ee4-706c-4a7a-9f5e-7c95669c629f/KS_Framework.pdf
   
• New Zealand curriculum http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum
   
• Scotland – the four capacities https://education.gov.scot/education-scotland/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-building-from-the-statement-appendix-incl-btc1-5/building-the-curriculum/

Tyler, R. W. (2013). Basic principles of curriculum and instruction. University of Chicago press.

Flinders, D. J., & Thornton, S. J. (2004). The curriculum studies reader. Psychology Press.

Kelly, A. V. (2009). The curriculum: Theory and practice. Sage.

Diamond, R. M. (2008). Designing and assessing Courses and Curricula: A Practical Guide (3rd ed.). Jossey-Bass.

Downing, S. and Haladyna, T., 2006. Handbook of test development. Mahwah: Erlbaum.

Scriven, M. (1967). The methodology of evaluation (AERA Monograph Series on Curriculum Evaluation, No. 1). New York: Rand McNally & Company.

Brennan, R. L. (Ed.). (2006). Educational Measurement. ACE/Praeger Series on Higher Education. Westport CT: ACE/Praeger Series on Higher Education.

Andrade, H. L., & Cizek, G. J. (Eds.). (2010). Handbook of Formative Assessment. Routledge.

Gardner, J. (2006). Assessment and Learning. Sage.

Scallon, G. (2007). L'évaluation des apprentissages dans une approche par compétences. De Boeck.

Shute, V. J., & Becker, B. J. (Eds.). (2010). Innovative Assessment for the 21st Century. Springer.

Wyatt-Smtih, C., & Cumming, J. (Eds.). (2009). Educational Assessment in the 21st Century. Springer.

Byrk, A.S., & Schneider, B.L. (2002). Trust in Schools: A core resource for improvement. Russell Sage Foundation.

Pieters, J., Voogt, J., & Pareja Roblin, N. (2019). Collaborative curriculum design for sustainable innovation and teacher learning (p. 424). Springer

Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20, 24.

Kalantzis, M., & Cope, B. (2008). New Learning: Elements of a Science of Education. Cambridge University Press.

Kalantzis, M., & Cope, B. (2012). Literacies. Cambridge University Press.

Vygotsky, L. S. (1978). Mind in Society. Harvard University Press.

Walsh A., J., & Sattes D., B. (2005). Quality Questioning: Research-Based Practice to Engage Every Learner. Corwin Press.

Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. Cambridge University Press.

Hattie, J. A. C. (2009). Visible Learning: A Synthesis of over 800 Meta-Analysis Relating to Achievement. Routledge.

Moseley, D., Baumfiled, V., Elliot, J., Gregson, M., Higgins, S., Miller, J., & Newton, D. P. (2005). Frameworks for Thinking. Cambridge University Press.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction that works. ASCD.