{"id":205,"date":"2019-02-09T15:24:52","date_gmt":"2019-02-09T15:24:52","guid":{"rendered":"https:\/\/cree-inter.net\/gare\/?page_id=205"},"modified":"2019-02-09T15:27:57","modified_gmt":"2019-02-09T15:27:57","slug":"liens","status":"publish","type":"page","link":"https:\/\/cree-inter.net\/gare\/index.php\/documentation\/liens\/","title":{"rendered":"Liens vers des bases de donn\u00e9es"},"content":{"rendered":"\n

Liens vers des bases de donn\u00e9es<\/h2>\n\n\n\n
\n N\u00b0<\/strong>\n <\/td>\n  <\/strong>\n <\/td>\n R\u00e9pertoire<\/strong>\n <\/td>\n Site de provenance <\/strong>\n <\/td>\n Droit<\/strong>\n <\/td>\n D\u00e9tenteur<\/strong>\n <\/td><\/tr>
\n 1<\/strong>\n <\/td>\n Microsoft Word – M S-Pierre_Le\n politique et les universit\u00e9s au sein des PP\u2026 –\n http:\/\/www2.univ-paris8.fr\/colloque-mai\/Communications\/St-Pierre_Le_poli…<\/a>\n <\/td>\n acte de cogr\u00e8s – GAR et\n institution scolaires\n <\/td>\n http:\/\/www2.univ-paris8.fr<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 2<\/strong>\n <\/td>\n Pilotage des \u00e9tablissements
\n et qualit\u00e9 des apprentissages\n <\/td>		\n acte de cogr\u00e8s – GAR et institution scolaires\n <\/td>\n http:\/\/www.ciep.fr\/publi_educ\/docs\/pilotage-etablissements-qualite-appre…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 3<\/strong>\n <\/td>\n AU-DEL\u00c0 DE LA TURBULENCE, LE\n GESTIONNAIRE PORTEUR DE SENS\n <\/td>\n acte de cogr\u00e8s – GAR et acteurs\n scolaires\n <\/td>\n http:\/\/www.congresadigecs2013.com\/J17.pdf<\/a>\n <\/td>\n ND\n <\/td>\n AGIDECS\n <\/td><\/tr>
\n 4<\/strong>\n <\/td>\n SYMPOSIUM DOUBLE, AXE 3 DU COLLOQUE : \u00ab SUR LE TERRAIN \u00bb
\n UNE DEFINITION ALTERNATIVE DE LA NOTION
\n D\u2019EFFICACITE A PARTIR D\u2019UNE ENTREE PAR
\n LES COLLECTIFS D\u2019ENSEIGNANTS.\n <\/td>		\n acte de cogr\u00e8s – GAR et acteurs scolaires\n <\/td>\n http:\/\/ent.bretagne.iufm.fr\/efficacite_et_equite_en_education\/programme\/symposium_marcel.pdf<\/a>\n <\/td>\n ND\n <\/td>\n Symposium J-F Marcel et T Piot, Rennes 2008\n <\/td><\/tr>
\n 5<\/strong>\n <\/td>\n Microsoft PowerPoint – 1.1.pps\n – Actes_colloque_ACFAS_2006.pdf\n <\/td>\n AC- GAR et politiques \u00e9ducative\n <\/td>\n http:\/\/www.mels.gouv.qc.ca\/stat\/Colloques\/Actes_colloque_ACFAS_2006.pdf\n <\/a>\n <\/td>\n OUI\n <\/td>\n MELS\n <\/td><\/tr>
\n 6<\/strong>\n <\/td>\n L\u2019\u00e9quit\u00e9 en \u00e9ducation : Quels
\n facteurs consid\u00e9rer et comment?\n <\/td>		\n AC- GAR et politiques \u00e9ducative\n <\/td>\n http:\/\/www.fse.ulaval.ca\/ldeblois\/colloque_mars%202007.pdf<\/a>\n <\/td>\n ND\n <\/td>\n DeBlois, L., Lapointe, C., Rousseau, M., (mars 2007) Colloque :\n L\u2019\u00e9quit\u00e9 en \u00e9ducation. Universit\u00e9 Laval.\n <\/td><\/tr>
\n 7<\/strong>\n <\/td>\n http:\/\/www.strategie-aims.com\/events\/conferences\/11-xiieme-conference-de…<\/a>\n <\/td>\n AC- GAR et politiques publiques\n <\/td>\n http:\/\/www.strategie-aims.com\/<\/a>\n <\/td>\n OUI\n <\/td>\n l’Association Internationale de\n Management Strat\u00e9gique\n <\/td><\/tr>
\n 8<\/strong>\n <\/td>\n Gestion des ressources humaines et Nouveau Management Public:\n Opinions de gestionnaires federaux et qu\u00e9b\u00e9cois\n <\/td>\n Articles scientifiques- GAR et acteurs scolaires (Concepts)\n <\/td>\n http:\/\/onlinelibrary.wiley.com\/<\/a>\n <\/td>\n OUI\n <\/td>\n CANADIAN PUBLIC ADMINISTRATION\n <\/td><\/tr>
\n 9<\/strong>\n <\/td>\n The Case for Being Mean – Education\n – AEI\n <\/td>\n AS- GAR et acteurs scolaires\n (concept)\n <\/td>\n http:\/\/www.aei.org\/article\/education\/the-case-for-being-mean\/<\/a>\n <\/td>\n OUI\n <\/td>\n association for supervision\n & curriculum development\n <\/td><\/tr>
\n 10<\/strong>\n <\/td>\n La satisfaction au travail chez les enseignantes et enseignants\n du Qu\u00e9bec\n <\/td>\n AS- GAR et acteurs scolaires (concept)\n <\/td>\n http:\/\/www.erudit.org\/revue\/ri\/1982\/v37\/n4\/029302ar.html<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 11<\/strong>\n <\/td>\n Les applications du sentiment\n d\u2019efficacit\u00e9 personnelle\n <\/td>\n AS- GAR et acteurs scolaires\n (concept)\n <\/td>\n http:\/\/www.cairn.info\/revue-savoirs-2004-5-page-59.htm\n <\/a>\n <\/td>\n OUI\n <\/td>\n L’Harmattan\n <\/td><\/tr>
\n 12<\/strong>\n <\/td>\n L\u2019intervention professionnelle en enseignement : les conceptions\n de la profession chez le personnel enseignant du primaire et du secondaire\n <\/td>\n AS- GAR et acteurs scolaires (concept)\n <\/td>\n http:\/\/id.erudit.org\/iderudit\/013910ar\n <\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 13<\/strong>\n <\/td>\n Perception de la notion de\n communaut\u00e9 chez des acteurs scolaires franco-ontariens engag\u00e9s dans un\n partenariat \u00e9cole-communaut\u00e9\n <\/td>\n AS- GAR et acteurs scolaires\n (concept)\n <\/td>\n http:\/\/id.erudit.org\/iderudit\/1005971ar\n <\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 14<\/strong>\n <\/td>\n PERSPECTIVE CROIS\u00c9E SUR LA COLLABORATION PROFESSIONNELLE DES\n ENSEIGNANTS DANS TROIS CONTEXTES SCOLAIRES EN COLOMBIE-BRITANNIQUE\n <\/td>\n AS- GAR et acteurs scolaires (concept)\n <\/td>\n http:\/\/mje.mcgill.ca\/index.php\/MJE\/article\/viewArticle\/3902\n <\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 15<\/strong>\n <\/td>\n Laying a common
\n foundation for
\n success\n <\/td>		\n AS- GAR et acteurs scolaires\n (concept)\n <\/td>\n http:\/\/intl.kappanmagazine.org\/content\/94\/3\/57.short\n <\/a>\n <\/td>\n OUI\n <\/td>\n Phi Delta Kappa International\n <\/td><\/tr>
\n 16<\/strong>\n <\/td>\n If We Build It, Will They Come?\n <\/td>\n AS- GAR et acteurs scolaires (concept)\n <\/td>\n http:\/\/www.eric.ed.gov\/ERICWebPortal\/search\/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ581576&ERICExtSearch_SearchType_0=no&accno=EJ581576\n <\/a>\n <\/td>\n OUI\n <\/td>\n association for supervision & curriculum development\n <\/td><\/tr>
\n 17<\/strong>\n <\/td>\n A rising tide meets a perfect\n storm: new accountabilities in teaching and teacher education in Ireland\n <\/td>\n AS- GAR et acteurs scolaires\n (outils)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/03323315.2013.773227#.UdyGmW0…<\/a>\n <\/td>\n OUI\n <\/td>\n Routledge
\n Informa Ltd Registered in England and Wales Registered Number: 1072954\n Registered
\n office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK\n <\/td><\/tr>
\n 18<\/strong>\n <\/td>\n Critique des fondements et usages de l\u2019\u00e9cosyst\u00e9mie dans le\n domaine du partenariat \u00e9cole-famille-communaut\u00e9 : application d\u2019une\n perspective contextuelle et socioculturelle dans le cadre du programme\n Famille, \u00e9cole, communaut\u00e9, r\u00e9ussir ensemble\n <\/td>\n AS- GAR et acteurs scolaires (outils)\n <\/td>\n http:\/\/www.erudit.org\/revue\/ss\/2011\/v57\/n2\/1006300ar.html\n <\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 19<\/strong>\n <\/td>\n Des obstacles et des zones\n d’ombre dans l’\u00e9tude des processus de professionnalisation\n <\/td>\n AS- GAR et acteurs scolaires\n (outils)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=LSDLE_442_0013<\/a>\n <\/td>\n OUI\n <\/td>\n CERSE – Universit\u00e9 de Caen\n <\/td><\/tr>
\n 20<\/strong>\n <\/td>\n DuFour et Mattos – 2013 – How Do Principals Really IMPROVE\n SCHOOLS\n <\/td>\n AS- GAR et acteurs scolaires (outils)\n <\/td>\n http:\/\/gallery.mailchimp.com\/9907f079578944c9e6f880762\/files\/How_do_Principals_Really_Improve_Schools.pdf\n <\/a>\n <\/td>\n  \n <\/td>\n association for supervision & curriculum development\n <\/td><\/tr>
\n 21<\/strong>\n <\/td>\n The Politics of Accountability\n Teacher Education Policy\n <\/td>\n AS- GAR et acteurs scolaires\n (outils)\n <\/td>\n http:\/\/epx.sagepub.com\/content\/27\/2\/190.abstract\n <\/a>\n <\/td>\n OUI\n <\/td>\n Educational Policy\n <\/td><\/tr>
\n 22<\/strong>\n <\/td>\n Evolution of the practices of human resource management in\n France towards a strategic model: rhetoric or reality?\n <\/td>\n AS- GAR et acteurs scolaires (outils)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/09585192.2010.483843#.UdyQNm0gQl8\n <\/a>\n <\/td>\n OUI\n <\/td>\n International Journal of Human Resource Management is the\n property of Routledge\n <\/td><\/tr>
\n 23<\/strong>\n <\/td>\n Formation continue et\n transformation des pratiques enseignantes : le rapport \u00e0 la formation\n <\/td>\n AS- GAR et acteurs scolaires\n (outils)\n <\/td>\n http:\/\/www.cairn.info\/revue-savoirs-2004-1-page-79.htm\n <\/a>\n <\/td>\n OUI\n <\/td>\n Harmattan\n <\/td><\/tr>
\n 24<\/strong>\n <\/td>\n Becoming Part of the Solution, Not Part of the Problem\n <\/td>\n AS- GAR et acteurs scolaires (outils)\n <\/td>\n http:\/\/jte.sagepub.com\/content\/58\/2\/117.refs\n <\/a>\n <\/td>\n OUI\n <\/td>\n 2007 by the American Association of Colleges for Teacher\n Education\n <\/td><\/tr>
\n 25<\/strong>\n <\/td>\n LA PARTICIPATION DES USAGERS :\n UN ENJEU DE L’ACTION
\n PUBLIQUE LOCALE\n <\/td>		\n AS- GAR et acteurs scolaires\n (outils)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=RFAS_044_0133\n <\/a>\n <\/td>\n OUI\n <\/td>\n La Doc. fran\u00e7aise.\n <\/td><\/tr>
\n 26<\/strong>\n <\/td>\n La professionnalisation de l\u2019enseignement et de la formation des\n enseignants: tout at-il \u00e9t\u00e9 dit?\n <\/td>\n AS- GAR et acteurs scolaires (outils)\n <\/td>\n http:\/\/www.erudit.org\/revue\/rse\/1993\/v19\/n1\/031598ar.pdf\n <\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 27<\/strong>\n <\/td>\n Le d\u00e9bat am\u00e9ricain sur la\n certification des enseignants et le pi\u00e8ge d’une politique \u00e9ducative\n evidence-based\n <\/td>\n AS- GAR et acteurs scolaires\n (outils)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=RFPED_154_0003\n <\/a>\n <\/td>\n OUI\n <\/td>\n Revues.org\n <\/td><\/tr>
\n 28<\/strong>\n <\/td>\n Preservice Elementary Teachers\u2019
\n Understandings of Competing Notions of
\n Academic Achievement Coexisting in
\n Post-NCLB Public Schools\n <\/td>		\n AS- GAR et acteurs scolaires (outils)\n <\/td>\n Acc\u00e8s payant\n <\/td>\n OUI\n <\/td>\n by Teachers College, Columbia University\n <\/td><\/tr>
\n 29<\/strong>\n <\/td>\n Professionnalisation anodine ou\n cl\u00e9 de vo\u00fbte du m\u00e9tier enseignant\n <\/td>\n AS- GAR et acteurs scolaires\n (outils)\n <\/td>\n http:\/\/www.erudit.org\/revue\/rse\/1995\/v21\/n3\/031809ar.html\n <\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 30<\/strong>\n <\/td>\n R\u00e9forme de la fonction publique et introduction de la\n r\u00e9mun\u00e9ration li\u00e9e aux performances en italie\n <\/td>\n AS- GAR et acteurs scolaires (outils)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=RFAP_132_0817\n <\/a>\n <\/td>\n OUI\n <\/td>\n ENA\n <\/td><\/tr>
\n 31<\/strong>\n <\/td>\n La gestion scolaire :
\n une situation \u00e0 am\u00e9liorer\n <\/td>		\n AS- GAR et acteurs scolaires\n (outils)\n <\/td>\n http:\/\/www.acelf.ca\/c\/revue\/pdf\/XXXII_2_158.pdf\n <\/a>\n <\/td>\n OUI\n <\/td>\n ACELF, Courriel :\n revue@acelf.ca<\/a>, \n <\/td><\/tr>
\n 32<\/strong>\n <\/td>\n Familles et \u00e9cole : un partenariat \u00e9ducatif ?\n <\/td>\n AS- GAR et acteurs scolaires (principes)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=AGORA_054_0047\n <\/a>\n <\/td>\n OUI\n <\/td>\n Presses de Sciences Po\n <\/td><\/tr>
\n 33<\/strong>\n <\/td>\n Educational Leadership:The\n Challenges of Accountability:Beyond the Rock and the Hard Place\n <\/td>\n AS- GAR et acteurs scolaires\n (principes)\n <\/td>\n http:\/\/www.ascd.org\/publications\/educational-leadership\/nov03\/vol61\/num03\/Beyond-the-Rock-and-the-Hard-Place.aspx\n <\/a>\n <\/td>\n OUI\n <\/td>\n association for supervision\n & curriculum development\n <\/td><\/tr>
\n 34<\/strong>\n <\/td>\n La collaboration \u00e9cole-famille en contexte d\u2019inclusion : entre\n obstacles, risques et facteurs de r\u00e9ussite\n <\/td>\n AS- GAR et acteurs scolaires (principes)\n <\/td>\n http:\/\/www.erudit.org\/revue\/RSE\/2006\/v32\/n3\/016275ar.html\n <\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 35<\/strong>\n <\/td>\n Le leadership distribu\u00e9 :\n l\u2019\u00e9preuve des r\u00e9formes \u00e9ducatives\n <\/td>\n AS- GAR et acteurs scolaires\n (principes)\n <\/td>\n http:\/\/www.erudit.org\/revue\/ef\/2012\/v40\/n1\/1010148ar.html\n <\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 36<\/strong>\n <\/td>\n Accompagnement de la scolarit\u00e9 des enfants et soutien aux parents\n dans les programmes de r\u00e9ussite \u00e9ducative\n <\/td>\n AS- GAR et acteurs scolaires (principes)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=NRP_012_0113\n <\/a>\n <\/td>\n OUI\n <\/td>\n \u00e9r\u00e8s\n <\/td><\/tr>
\n 37<\/strong>\n <\/td>\n Le m\u00e9tier d’enseignant entre\n prol\u00e9tarisation et professionnalisation: deux mod\u00e8les du changement\n <\/td>\n AS- GAR et acteurs scolaires\n (processus)\n <\/td>\n http:\/\/unige.ch  <\/a>\n <\/td>\n ND\n <\/td>\n Perrenoud, Unige.\n <\/td><\/tr>
\n 38<\/strong>\n <\/td>\n Essential Elements of Teacher Policy in ESEA: Effectiveness,\n Fairness, and Evaluation\n <\/td>\n AS- GAR et acteurs scolaires (processus)\n <\/td>\n http:\/\/www.americanprogress.org\/issues\/education\/report\/2011\/02\/23\/9167\/essential-elements-of-teacher-policy-in-esea-effectiveness-fairness-and-evaluation\/\n <\/a>\n <\/td>\n OUI\n <\/td>\n \u00a9 2013 Center for\n American Progress <\/a>\n <\/td><\/tr>
\n 39<\/strong>\n <\/td>\n Affective Commitment to Change\n and Innovation Implementation Behavior: The Role of Charismatic Leadership\n and Employees\u2019 Trust in Top Management\n <\/td>\n AS- GAR et acteurs scolaires\n (processus)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/14697010903360608#.Ud2wjm1GvO4\n <\/a>\n <\/td>\n OUI\n <\/td>\n Journal of Change Management is\n the property of Routledge \n <\/td><\/tr>
\n 40<\/strong>\n <\/td>\n Climat motivationnel instaur\u00e9 par l’enseignant et implication\n des \u00e9l\u00e8ves en classe : l’\u00e9tat des recherches\n <\/td>\n AS- GAR et acteurs scolaires (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=RFPED_157_0012  <\/a>\n <\/td>\n OUI\n <\/td>\n Revues.org\n <\/td><\/tr>
\n 41<\/strong>\n <\/td>\n Comprendre les tensions de\n r\u00f4les afin de mieux les pr\u00e9venir et de contribuer au bien-\u00eatre des employ\u00e9s\n <\/td>\n AS- GAR et acteurs scolaires\n (processus)\n <\/td>\n http:\/\/www.cairn.info\/revue-gestion-2010-3-page-27.htm\n <\/a>\n <\/td>\n OUI\n <\/td>\n HEC Montr\u00e9al\n <\/td><\/tr>
\n 42<\/strong>\n <\/td>\n De l\u2019\u00e9volution socio-historique du travail de l\u2019enseignant du\n primaire\n <\/td>\n AS- GAR et acteurs scolaires (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=LSDLE_384_0031<\/a>\n <\/td>\n OUI\n <\/td>\n  CERSE – Universit\u00e9 de\n Caen\n <\/td><\/tr>
\n 43<\/strong>\n <\/td>\n De quelques facteurs facilitant\n l’intensification de la collaboration au travail parmi les enseignants le cas\n des enseignants canadiens\n <\/td>\n AS- GAR et acteurs scolaires\n (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=ES_023_0059\n <\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 44<\/strong>\n <\/td>\n Des obstacles et des zones d’ombre dans l’\u00e9tude des processus de\n professionnalisation\n <\/td>\n AS- GAR et acteurs scolaires (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=LSDLE_442_0013\n <\/a>\n <\/td>\n OUI\n <\/td>\n CERSE – Universit\u00e9 de Caen\n <\/td><\/tr>
\n 45<\/strong>\n <\/td>\n Effects of a Classroom
\n Management Intervention
\n on Student Achievement
\n in Inner\u2010City Elementary
\n Schools\n <\/td>		\n AS- GAR et acteurs scolaires\n (processus)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/1380361950010103#.Ud20uW1GvO4\n <\/a>\n <\/td>\n OUI\n <\/td>\n Routledge
\n Informa Ltd\n <\/td><\/tr>
\n 46<\/strong>\n <\/td>\n Examining the relationship between teacher organizational\n commitment and school health in Turkish primary schools \n <\/td>\n AS- GAR et acteurs scolaires (processus)\n <\/td>\n http:\/\/www.ingentaconnect.com\/content\/routledg\/edre\/2009\/00000015\/00000002\/art00005\n <\/a>\n <\/td>\n OUI\n <\/td>\n Routledge
\n Informa Ltd\n <\/td><\/tr>
\n 47<\/strong>\n <\/td>\n Former, r\u00e9former, transformer\n la main-d’\u0153uvre enseignante  Politiques\n compar\u00e9es et exp\u00e9riences crois\u00e9es anglo-am\u00e9ricaines\n <\/td>\n AS- GAR et acteurs scolaires\n (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=ES_023_0091\n <\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 48<\/strong>\n <\/td>\n Immigration et francophonie dans les \u00e9coles ontariennes comment\n se structurent les rapports entre les institutions, les parents et le monde\n communautaire\n <\/td>\n AS- GAR et acteurs scolaires (processus)\n <\/td>\n http:\/\/www.erudit.org\/revue\/rse\/2008\/v34\/n2\/019686ar.html\n <\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 49<\/strong>\n <\/td>\n La perception des politiques\n \u00e9ducatives chez les directions d\u2019\u00e9cole et les enseignants
\n canadiens : l\u2019influence de l\u2019id\u00e9ologie professionnelle\n <\/td>		\n AS- GAR et acteurs scolaires\n (processus)\n <\/td>\n http:\/\/www.erudit.org\/revue\/socsoc\/2008\/v40\/n1\/019474ar.html\n <\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 50<\/strong>\n <\/td>\n La relation entre recherche et action syndicale en\n \u00e9ducation  le cas du Qu\u00e9bec\n <\/td>\n AS- GAR et acteurs scolaires (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=RFPED_154_0005<\/a>\n <\/td>\n OUI\n <\/td>\n Revues.org\n <\/td><\/tr>
\n 51<\/strong>\n <\/td>\n L\u2019autor\u00e9gulation de\n l\u2019apprentissage et la collaboration dans le d\u00e9veloppement professionnel
\n des enseignants\n <\/td>		\n AS- GAR et acteurs scolaires\n (processus)\n <\/td>\n http:\/\/www.erudit.org\/revue\/rse\/2005\/v31\/n1\/012358ar.pdf\n <\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 52<\/strong>\n <\/td>\n Le travail enseignant \n prescriptions et dimensions collectives de l\u2019activit\u00e9\n <\/td>\n AS- GAR et acteurs scolaires (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=LSDLE_422_0011\n <\/a>\n <\/td>\n OUI\n <\/td>\n CERSE – Universit\u00e9 de Caen\n <\/td><\/tr>
\n 53<\/strong>\n <\/td>\n Les enseignants et le renouveau\n coll\u00e9gial au Qu\u00e9bec : analyse interactionniste de la construction et de la\n n\u00e9gociation du sens d\u2019un changement de pratique prescrit\n <\/td>\n AS- GAR et acteurs scolaires\n (processus)\n <\/td>\n http:\/\/www.erudit.org\/revue\/ef\/2012\/v40\/n1\/1010151ar.html\n <\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 54<\/strong>\n <\/td>\n Les rapports professionnels entre les techniciens et les\n enseignants dans la division du travail au Qu\u00e9bec\n <\/td>\n AS- GAR et acteurs scolaires (processus)\n <\/td>\n http:\/\/www.cairn.info\/revue-education-et-societes-2005-1-page-169.htm\n <\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Universit\u00e9.\n <\/td><\/tr>
\n 55<\/strong>\n <\/td>\n Les \u00e9volutions du travail\n enseignant
\n en France et en Europe : facteurs de
\n changement, incidences et r\u00e9sistances
\n dans l\u2019enseignement secondaire\n <\/td>		\n AS- GAR et acteurs scolaires\n (processus)\n <\/td>\n http:\/\/rfp.revues.org\/273 <\/a>\n <\/td>\n OUI\n <\/td>\n Revues.org\n <\/td><\/tr>
\n 56<\/strong>\n <\/td>\n  Evolution du m\u00e9tier\n d’enseignant et nouvelle r\u00e9gulation de l’\u00e9ducation\n <\/td>\n AS- GAR et acteurs scolaires (processus)\n <\/td>\n http:\/\/ife.ens-lyon.fr\/publications\/edition-electronique\/recherche-et-formation\/RR035-07.pdf\n <\/a>\n <\/td>\n ND\n <\/td>\n ENS Lyon\n <\/td><\/tr>
\n 57<\/strong>\n <\/td>\n L\u2019\u00e9tablissement d\u2019une relation\n mentorale de qualit\u00e9 : \u00e0 qui la responsabilit\u00e9 ?\n <\/td>\n AS- GAR et acteurs scolaires\n (processus)\n <\/td>\n http:\/\/www.erudit.org\/revue\/mje\/2010\/v45\/n2\/045606ar.html?vue=resume\n <\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 58<\/strong>\n <\/td>\n L\u2019\u00e9volution des sciences de l\u2019\u00e9ducation dans la formation\n initiale des enseignants en
\n Angleterre\n <\/td>		\n AS- GAR et acteurs scolaires (processus)\n <\/td>\n http:\/\/www.erudit.org\/revue\/RSE\/1993\/v19\/n1\/031604ar.html\n <\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 59<\/strong>\n <\/td>\n l’intensification de la\n collaboration au travail parmi les enseignants le cas des enseignants\n canadiens\n <\/td>\n AS- GAR et acteurs scolaires\n (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=ES_023_0059http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=ES_023_0059\n <\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Universit\u00e9.\n <\/td><\/tr>
\n 60<\/strong>\n <\/td>\n Partenariats et conflits dans la Troisi\u00e8me voie  le cas des zones d’action \u00e9ducative\n <\/td>\n AS- GAR et acteurs scolaires (processus)\n <\/td>\n http:\/\/www.persee.fr\/web\/revues\/home\/prescript\/article\/rfp_0556-7807_2000_num_133_1_1013<\/a>\n <\/td>\n Creative commons\n <\/td>\n Creative commons\n <\/td><\/tr>
\n 61<\/strong>\n <\/td>\n Politiques n\u00e9olib\u00e9rales et\n syndicalisme des enseignants : l’exp\u00e9rience italienne (1980-2002)\n <\/td>\n AS- GAR et acteurs scolaires\n (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=CDLE_033_0079<\/a>\n <\/td>\n OUI\n <\/td>\n Armand Colin.\n <\/td><\/tr>
\n 62<\/strong>\n <\/td>\n Pratique enseignante et \u00ab travail curriculaire \u00bb dans le\n contexte de la r\u00e9forme du secondaire au Qu\u00e9bec\n <\/td>\n AS- GAR et acteurs scolaires (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=LSDLE_414_0029<\/a>\n <\/td>\n OUI\n <\/td>\n CERSE – Universit\u00e9 de Caen\n <\/td><\/tr>
\n 63<\/strong>\n <\/td>\n Rapport \u00e0 l’activit\u00e9 \u00e9ducative\n et identit\u00e9 professionnelle chez les directeurs d’\u00e9tablissement\n <\/td>\n AS- GAR et acteurs scolaires\n (processus)\n <\/td>\n http:\/\/www.erudit.org\/revue\/RSE\/2004\/v30\/n3\/012079ar.html<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 64<\/strong>\n <\/td>\n Riad une exp\u00e9rience de construction d’un r\u00e9seau de r\u00e9ussite\n \u00e9ducative\n <\/td>\n AS- GAR et acteurs scolaires (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=LETT_085_0099<\/a>\n <\/td>\n OUI\n <\/td>\n \u00e9r\u00e9s\n <\/td><\/tr>
\n 65<\/strong>\n <\/td>\n Teacher Work Context and Parent\n Involvement in Urban High Schools of Choice\n <\/td>\n AS- GAR et acteurs scolaires\n (processus)\n <\/td>\n http:\/\/www.ingentaconnect.com\/content\/routledg\/edre\/2000\/00000006\/00000001\/art00001<\/a>\n <\/td>\n OUI\n <\/td>\n routledge informa ltd\n <\/td><\/tr>
\n 66<\/strong>\n <\/td>\n The Effects of Accountability System Design on Teachers\u2019 Use of\n Test Score Data\n <\/td>\n AS- GAR et acteurs scolaires (processus)\n <\/td>\n http:\/\/www.eric.ed.gov\/ERICWebPortal\/search\/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ1001993&ERICExtSearch_SearchType_0=no&accno=EJ1001993<\/a>\n <\/td>\n OUI\n <\/td>\n Teachers College, Columbia University\n <\/td><\/tr>
\n 67<\/strong>\n <\/td>\n The Rules of Engagement\n Examining the Limits of Standards and Accountability Policy\n <\/td>\n AS- GAR et acteurs scolaires\n (processus)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/00131725.2012.760697#.Ud3Hfm1GvO4<\/a>\n <\/td>\n OUI\n <\/td>\n Emerald Group Publishing\n Limited
\n 0957-8234\n <\/td><\/tr>
\n 68<\/strong>\n <\/td>\n Un dispositif r\u00e9cent  la\n r\u00e9ussite \u00e9ducative\n <\/td>\n AS- GAR et acteurs scolaires (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=LETT_080_0081<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9r\u00e9s\n <\/td><\/tr>
\n 69<\/strong>\n <\/td>\n La qualit\u00e9 en \u00e9ducation : un\n enjeu de collaboration \u00e0 cerner\n <\/td>\n AS- GAR et acteurs scolaires\n (processus)\n <\/td>\n https:\/\/innovation.cc\/francais\/corriveau14et3al5.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 70<\/strong>\n <\/td>\n La \u201cfabrique\u201d de la d\u00e9mocratisation scolaire : indicateurs\n statistiques et \u201cconsignes\u201d d\u2019\u00e9valuation\n <\/td>\n AS- GAR et acteurs scolaires (processus)\n <\/td>\n http:\/\/cres.revues.org\/1746<\/a>\n <\/td>\n OUI\n <\/td>\n Revues.org\n <\/td><\/tr>
\n 71<\/strong>\n <\/td>\n Nouvelle r\u00e9gulation de\n l\u2019\u00e9ducation et
\n transformation du travail enseignant : une analyse
\n des exp\u00e9riences des enseignants de Vancouver,
\n Toronto et Montr\u00e9al\n <\/td>		\n AS- GAR et acteurs scolaires\n (processus)\n <\/td>\n http:\/\/ir.lib.uwo.ca\/cie-eci\/vol40\/iss1\/7\/?utm_source=ir.lib.uwo.ca%2Fcie-eci%2Fvol40%2Fiss1%2F7&utm_medium=PDF&utm_campaign=PDFCoverPages<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 72<\/strong>\n <\/td>\n Relations professionnelles et culture des \u00e9tablissements\n scolaires : au-del\u00e0 du culte de l’individualisme\n <\/td>\n AS- GAR et acteurs scolaires (processus)\n <\/td>\n http:\/\/www.jstor.org\/stable\/41200478<\/a>\n <\/td>\n OUI\n <\/td>\n  \n <\/td><\/tr>
\n 73<\/strong>\n <\/td>\n Regulation in school systems a\n theoretical analysis of the structural framework of the school system\n <\/td>\n AS- GAR et institutions\n scolaires (concepts)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/0268093032000106839#.Ud3IzG1GvO4<\/a>\n <\/td>\n OUI\n <\/td>\n Routledge
\n Informa Ltd\n <\/td><\/tr>
\n 74<\/strong>\n <\/td>\n Sense-making  un mod\u00e8le de\n construction de la r\u00e9alit\u00e9 et d’appr\u00e9hension de l’information par les\n individus et les group\n <\/td>\n AS- GAR et institutions scolaires (concepts)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=EDC_035_0031<\/a>\n <\/td>\n OUI\n <\/td>\n Revues.org\n <\/td><\/tr>
\n 75<\/strong>\n <\/td>\n Vers un nouveau mode de\n r\u00e9gulation de la formation continue des c\u00e9geps qu\u00e9b\u00e9cois : une transition\n ambigu\u00eb\n <\/td>\n AS- GAR et institutions\n scolaires (concepts)\n <\/td>\n http:\/\/www.erudit.org\/revue\/socsoc\/2008\/v40\/n1\/019479ar.html<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 76<\/strong>\n <\/td>\n La r\u00e9ussite \u00e9ducative Texte pour le Cadre de r\u00e9f\u00e9rence du CTREQ\n <\/td>\n AS- GAR et institutions scolaires (concepts)\n <\/td>\n www.pierrepotvin.com\/Cadre%20CTREQ-%20Texte%20%20r\u00e9ussite%2…\u200e<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 77<\/strong>\n <\/td>\n Le concept de d\u00e9mocratisation\n de l’institution scolaire : une
\n typologie et sa mise \u00e0 l’\u00e9preuve\n <\/td>		\n AS- GAR et institutions\n scolaires (concepts)\n <\/td>\n http:\/\/www.jstor.org\/stable\/1534764<\/a>\n <\/td>\n OUI\n <\/td>\n Creative commons\n <\/td><\/tr>
\n 78<\/strong>\n <\/td>\n LA D\u00c9MOCRATISATION DE L’\u00c9COLE\n <\/td>\n AS- GAR et institutions scolaires (concepts)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=TELE_025_0135<\/a>\n <\/td>\n OUI\n <\/td>\n  Presses universitaires de\n Caen\n <\/td><\/tr>
\n 79<\/strong>\n <\/td>\n am\u00e9lioration continue\n \u00e9tablissement scolaire cas nouvell z\u00e9land\n <\/td>\n AS- GAR et institutions\n scolaires (outils)\n <\/td>\n http:\/\/www.cairn.info\/revue-francaise-de-pedagogie-2011-1-page-21.htm<\/a>\n <\/td>\n OUI\n <\/td>\n Revues.org\n <\/td><\/tr>
\n 80<\/strong>\n <\/td>\n associer obligation result et am\u00e9liorat comp \u00e9tablissem NW\n <\/td>\n AS- GAR et acteurs scolaires (outils)\n <\/td>\n http:\/\/www.cairn.info\/revue-francaise-de-pedagogie-2011-1-page-49.htm<\/a>\n <\/td>\n OUI\n <\/td>\n Revues.org\n <\/td><\/tr>
\n 81<\/strong>\n <\/td>\n Cahill – 2009 – Smart, Bold\n Reform For Powerful Schools\n <\/td>\n AS- GAR et institutions\n scolaires (outils)\n <\/td>\n http:\/\/web.ebscohost.com\/ehost\/detail?sid=ef0de402-3dbd-499d-b5dc-dfc5f6793398%40sessionmgr198&vid=1&hid=108&bdata=Jmxhbmc9ZnImc2l0ZT1laG9zdC1saXZl#db=a9h&AN=42410820<\/a>\n <\/td>\n OUI\n <\/td>\n  \n <\/td><\/tr>
\n 82<\/strong>\n <\/td>\n Educational Leadership:The Challenges of Accountability:A Plea\n for Strong Practice\n <\/td>\n AS- GAR et institutions scolaires (outils)\n <\/td>\n http:\/\/www.ascd.org\/publications\/educational-leadership\/nov03\/vol61\/num03\/A-Plea-for-Strong-Practice.aspx<\/a>\n <\/td>\n OUI\n <\/td>\n Association for Supervision and Curriculum Development\n <\/td><\/tr>
\n 83<\/strong>\n <\/td>\n \u00c9valuation et accompagnement\n des \u00e9tablissements en Europe  diversit\u00e9\n et m\u00e9canismes d\u2019hybridation\n <\/td>\n AS- GAR et institutions\n scolaires (outils)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=ES_026_0145<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 84<\/strong>\n <\/td>\n Exit Strategies_ How Low-Performing High Schools Respond to High\n School Exit Examination Requirements\n <\/td>\n AS- GAR et institutions scolaires (outils)\n <\/td>\n http:\/\/www.tcrecord.org\/Content.asp?ContentId=16736<\/a>\n <\/td>\n OUI\n <\/td>\n Teachers College, Columbia University\n <\/td><\/tr>
\n 85<\/strong>\n <\/td>\n For Profits, Non-Profits, and\n District Restructuring in Philadelphia – PEPG07-03_Peterson\n <\/td>\n AS- GAR et institutions\n scolaires (outils)\n <\/td>\n http:\/\/www.hks.harvard.edu\/pepg\/PDF\/Papers\/PEPG07-03_Peterson.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 86<\/strong>\n <\/td>\n Putting the Schools in Charge\n <\/td>\n AS- GAR et institutions scolaires (outils)\n <\/td>\n http:\/\/www.eric.ed.gov\/ERICWebPortal\/search\/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ968952&ERICExtSearch_SearchType_0=no&accno=EJ968952<\/a>\n <\/td>\n OUI\n <\/td>\n Education Digest is the property of Prakken Publications\n <\/td><\/tr>
\n 87<\/strong>\n <\/td>\n The rural route to success.\n Comparing EMS in three Alabama counties\n <\/td>\n AS- GAR et institutions\n scolaires (outils)\n <\/td>\n http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/10112782\n <\/a>\n <\/td>\n OUI\n <\/td>\n Association for Supervision and\n Curriculum Development\n <\/td><\/tr>
\n 88<\/strong>\n <\/td>\n Decentralized Decision
\n Making and Organizational
\n Effectiveness in Colleges
\n for Vocational Education: A
\n Structural Equation Model for
\n School Organization\n <\/td>		\n AS- GAR et institutions scolaires (Principes)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/1380361970030301#.Ud3Zom1GvO4\n <\/a>\n <\/td>\n OUI\n <\/td>\n Routledge
\n Informa Ltd\n <\/td><\/tr>
\n 89<\/strong>\n <\/td>\n Improving Teaching and Learning\n in Higher Education metaphors and models for partnership\n <\/td>\n AS- GAR et institutions\n scolaires (Principes)\n <\/td>\n http:\/\/www.eric.ed.gov\/ERICWebPortal\/search\/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ789490&ERICExtSearch_SearchType_0=no&accno=EJ789490<\/a>\n <\/td>\n OUI\n <\/td>\n Routledge
\n Informa Ltd\n <\/td><\/tr>
\n 90<\/strong>\n <\/td>\n Inclusion\n <\/td>\n AS- GAR et institutions scolaires (Principes)\n <\/td>\n http:\/\/www.cairn.info\/article.php?ID_ARTICLE=REFO_061_0071<\/a>\n <\/td>\n OUI\n <\/td>\n Revues.org\n <\/td><\/tr>
\n 91<\/strong>\n <\/td>\n Institutional government in a\n college of further the staff perspective\n <\/td>\n AS- GAR et institutions\n scolaires (Principes)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/09500798809533234#.Ud3cW21GvO4<\/a>\n <\/td>\n OUI\n <\/td>\n Routledge
\n Informa Ltd\n <\/td><\/tr>
\n 92<\/strong>\n <\/td>\n Les directions d’\u00e9tablissement scolaire \u00e0 l’\u00e9preuve de\n l’\u00e9valuation locale\n <\/td>\n AS- GAR et institutions scolaires (Principes)\n <\/td>\n http:\/\/www.cairn.info\/revue-carrefours-de-l-education-2009-2-page-199.htm<\/a>\n <\/td>\n OUI\n <\/td>\n Universit\u00e9 de Picardie\n <\/td><\/tr>
\n 93<\/strong>\n <\/td>\n Affective Commitment to Change\n and Innovation Implementation Behavior: The Role of Charismatic Leadership\n and Employees\u2019 Trust in Top Management\n <\/td>\n AS- GAR et institutions\n scolaires (Processus)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/14697010903360608#.Ud3d2W1GvO4<\/a>\n <\/td>\n OUI\n <\/td>\n routledge informa ltd\n <\/td><\/tr>
\n 94<\/strong>\n <\/td>\n Impact de la \u00abnouvelle\u00bb gouvernance sur la gestion des\n \u00e9tablissements scolaires\n <\/td>\n AS- GAR et institutions scolaires (Processus)\n <\/td>\n http:\/\/www.la-recherche-en-education.org\/index.php\/afirse\/article\/viewFile\/42\/35<\/a>\n <\/td>\n nd\n <\/td>\n  \n <\/td><\/tr>
\n 95<\/strong>\n <\/td>\n Can Failure Succeed Using Racial\n Subgroup Rules to Analyze the Effect of School Accountability Failure on\n Student Perf\n <\/td>\n AS- GAR et institutions\n scolaires (Processus)\n <\/td>\n http:\/\/www.sciencedirect.com\/science\/article\/pii\/S0272775712001483<\/a>\n <\/td>\n OUI\n <\/td>\n Elsevier Ltd.\n <\/td><\/tr>
\n 96<\/strong>\n <\/td>\n FOUR TYPES OF SCHOOL ENVIRONMENT\n <\/td>\n AS- GAR et institutions scolaires (Processus)\n <\/td>\n http:\/\/repository.ied.edu.hk\/dspace\/handle\/2260.2\/9004<\/a>\n <\/td>\n OUI\n <\/td>\n Routledge
\n Informa Ltd\n <\/td><\/tr>
\n 97<\/strong>\n <\/td>\n Goodhart’s Law and Performance\n Indicators in Higher Education.\n <\/td>\n AS- GAR et institutions\n scolaires (Processus)\n <\/td>\n http:\/\/discovery.ucl.ac.uk\/68496\/<\/a>\n <\/td>\n OUI\n <\/td>\n Routledge
\n Informa Ltd\n <\/td><\/tr>
\n 98<\/strong>\n <\/td>\n L\u2019analyse du rapprochement \u00e9cole-entreprise : les pratiques\n d\u2019alternance dans l\u2019enseignement technique\n <\/td>\n AS- GAR et institutions scolaires (Processus)\n <\/td>\n http:\/\/www.erudit.org\/revue\/crs\/2005\/v\/n40\/1002422ar.html?vue=resume<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 99<\/strong>\n <\/td>\n L’\u00e9cole efficace ou l’horizon\n du monde comme laboratoire\n <\/td>\n AS- GAR et institutions\n scolaires (Processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=RFPED_154_0004<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 100<\/strong>\n <\/td>\n Les relations entre les \u00e9coles fran\u00e7aises hors Qu\u00e9bec et leur\n communaut\u00e9\n <\/td>\n AS- GAR et institutions scolaires (Processus)\n <\/td>\n http:\/\/www.erudit.org\/revue\/fa\/2007\/v\/n23-24\/1005393ar.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 101<\/strong>\n <\/td>\n L’inspection des \u00e9tablissements\n et ses effets sur l’\u00e9volution du syst\u00e8me scolaire en Angleterre\n <\/td>\n AS- GAR et institutions\n scolaires (Processus)\n <\/td>\n http:\/\/www.cairn.info\/revue-education-et-societes-2001-2-page-125.htm<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 102<\/strong>\n <\/td>\n Pilotage minist\u00e9riel et r\u00e9actions des \u00e9tablissements \u00e9volutions\n r\u00e9centes enseignement sup finlandais\n <\/td>\n AS- GAR et institutions scolaires (Processus)\n <\/td>\n http:\/\/www.cairn.info\/revue-politiques-et-gestion-de-l-enseignement-superieur-2003-1-page-65.htm<\/a>\n <\/td>\n OUI\n <\/td>\n Ed. de l’OCDE\n <\/td><\/tr>
\n 103<\/strong>\n <\/td>\n Quand \u00e9valuer c’est apprendre\n ensemble une exp\u00e9rience d’\u00e9valuation dans l’action\n <\/td>\n AS- GAR et institutions\n scolaires (Processus)\n <\/td>\n http:\/\/www.revue-ere.uqam.ca\/categories\/PDF\/Volume2\/recherches%20reflexions\/EREV02_II_031.pdf<\/a>\n <\/td>\n nd\n <\/td>\n  \n <\/td><\/tr>
\n 104<\/strong>\n <\/td>\n Teacher Perspectives of School Management Teams\n <\/td>\n AS- GAR et institutions scolaires (Processus)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1076\/edre.9.4.373.17814#.Ud3ks21GvO4<\/a>\n <\/td>\n OUI\n <\/td>\n routledge informa ltd\n <\/td><\/tr>
\n 105<\/strong>\n <\/td>\n The use of performance\n indicators in a school improvement policy\n <\/td>\n AS- GAR et institutions\n scolaires (Processus)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/09500790408668311#.Ud3lPW1GvO4<\/a>\n <\/td>\n OUI\n <\/td>\n routledge informa ltd\n <\/td><\/tr>
\n 106<\/strong>\n <\/td>\n Th\u00e9orisation du leadership en \u00e9ducation\n <\/td>\n AS- GAR et institutions scolaires (Processus)\n <\/td>\n http:\/\/www.cairn.info\/revue-education-et-societes-2008-1-page-121.htm<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Universit\u00e9.\n <\/td><\/tr>
\n 107<\/strong>\n <\/td>\n Relations professionnelles\n et  \u00e9tablissements scolaires au-del\u00e0 du\n culte de l’individualisme\n <\/td>\n AS- GAR et institutions\n scolaires (Processus)\n <\/td>\n http:\/\/www.jstor.org\/stable\/41200478<\/a>\n <\/td>\n OUI\n <\/td>\n JSTOR archive\n <\/td><\/tr>
\n 108<\/strong>\n <\/td>\n L\u2019\u00e9cole apprend si elle s\u2019en donne le droit, s\u2019en croit capable\n et  s\u2019organise dans ce sens.\n <\/td>\n AS- GAR et institutions scolaires (Processus)\n <\/td>\n www.unige.ch<\/a>\n <\/td>\n ND\n <\/td>\n MG Thurler, P Perrenoud – \n <\/td><\/tr>
\n 109<\/strong>\n <\/td>\n L\u2019ABANDON SCOLAIRE
\n CHEZ LES ADOLESCENTS :
\n PERSPECTIVE NORD-AM\u00c9RICAINE\n <\/td>		\n AS- GAR et institutions\n scolaires (Processus)\n <\/td>\n http:\/\/www2.cndp.fr\/archivage\/valid\/17160\/17160-4047-3855.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 110<\/strong>\n <\/td>\n LES APPRENTISSAGES DES \u00c9L\u00c8VES DANS LEUR CONTEXTE : LES
\n EFFETS DE LA COMPOSITION DE L’ENVIRONNEMENT SCOLAIRE\n <\/td>		\n AS- GAR et institutions scolaires (Processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=CDLE_016_0182<\/a>\n <\/td>\n OUI\n <\/td>\n Armand Colin.\n <\/td><\/tr>
\n 111<\/strong>\n <\/td>\n L\u2019\u00e9valuation de l\u2019efficacit\u00e9\n d\u2019une formation1\n <\/td>\n AS- GAR et institutions\n scolaires (Processus)\n <\/td>\n www.fmgerard.be<\/a>\n <\/td>\n ND\n <\/td>\n Francois-Marie Gerard\n <\/td><\/tr>
\n 112<\/strong>\n <\/td>\n L\u2019\u00e9tablissement scolaire entre mandat et projet : vers une\n autonomie relative\n <\/td>\n AS- GAR et institutions scolaires (Processus)\n <\/td>\n www.unige.ch<\/a>\n <\/td>\n ND\n <\/td>\n Philipe Perrenoud\n <\/td><\/tr>
\n 113<\/strong>\n <\/td>\n  Research finds the false assumption of\n accountability\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (concepts)\n <\/td>\n http:\/\/connection.ebscohost.com\/c\/articles\/5595814\/research-finds-false-assumption-accountability<\/a>\n <\/td>\n nd\n <\/td>\n  \n <\/td><\/tr>
\n 114<\/strong>\n <\/td>\n IL N’Y A PAS QUE LA R\u00c9USSITE SCOLAIRE\n <\/td>\n AS- GAR et politiques \u00e9ducatives (concepts)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=INSO_141_0074<\/a>\n <\/td>\n OUI\n <\/td>\n CENAF\n <\/td><\/tr>
\n 115<\/strong>\n <\/td>\n La \u201cgouvernance\u201d de l\u2019\u00e9ducation\n au Canada tendances et significations\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (concepts)\n <\/td>\n http:\/\/www.cairn.info\/revue-education-et-societes-2006-2-page-181.htm<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 116<\/strong>\n <\/td>\n Le nouveau discours \u00e9ducatif sous l’influence\n entrepreneuriale  les secteurs public\n et priv\u00e9 dans les zones d’action \u00e9ducative\n <\/td>\n AS- GAR et politiques \u00e9ducatives (concepts)\n <\/td>\n http:\/\/www.persee.fr\/web\/revues\/home\/prescript\/article\/rfp_0556-7807_2000_num_133_1_1018<\/a>\n <\/td>\n Creative commons\n <\/td>\n Creative commons\n <\/td><\/tr>
\n 117<\/strong>\n <\/td>\n Les parents \u00e0 l’\u00e9cole  le point de vue contrast\u00e9 des enseignants\n et des travailleurs sociaux\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (concepts)\n <\/td>\n http:\/\/www.erudit.org\/revue\/ss\/2011\/v57\/n2\/1006298ar.html?vue=resume<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 118<\/strong>\n <\/td>\n L’\u00e9valuation du rendement des syst\u00e8mes \u00e9ducatifs apports des\n concepts d’efficience, d’efficacit\u00e9 et de d’\u00e9quit\u00e9\n <\/td>\n AS- GAR et politiques \u00e9ducatives (concepts)\n <\/td>\n http:\/\/www.fastef-portedu.ucad.sn\/cesea\/ens\/articles\/sall\/salljmdk.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 119<\/strong>\n <\/td>\n Savoir distinguer les\n politiques symboliques de celles reposant sur des informations\n factuelles  les initiatives\n br\u00e9siliennes visant \u00e0 am\u00e9liorer la qualit\u00e9 de l’enseignement de b\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (concepts)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=RISA_773_0447<\/a>\n <\/td>\n OUI\n <\/td>\n IISA, revue internationale des\n sciences administratives\n <\/td><\/tr>
\n 120<\/strong>\n <\/td>\n SOCIAL CONSTRUCTIONS OF QUALITY IN TEACHING\n <\/td>\n AS- GAR et politiques \u00e9ducatives (concepts)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/09500799109533299#.Ud3soW1GvO4<\/a>\n <\/td>\n OUI\n <\/td>\n Routledge
\n Informa Ltd\n <\/td><\/tr>
\n 121<\/strong>\n <\/td>\n quelle soci\u00e9t\u00e9
\n du savoir pour
\n le qu\u00e9bec ? :
\n quelques
\n r\u00e9flexions\n <\/td>		\n AS- GAR et politiques\n \u00e9ducatives (concepts)\n <\/td>\n http:\/\/www.fqrsc.gouv.qc.ca\/upload\/recherche-innovation\/fichiers\/volume_…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 122<\/strong>\n <\/td>\n Approche par comp\u00e9tence. amalgame de paradigme\n <\/td>\n AS- GAR et politiques \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.cairn.info\/revue-connexions-2004-1-page-25.htm<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9r\u00e9s\n <\/td><\/tr>
\n 123<\/strong>\n <\/td>\n Chapter 2 the new regulation of\n educational system in europe\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (outils)\n <\/td>\n http:\/\/link.springer.com\/content\/pdf\/10.1007%2F978-1-4020-6446-3_2.pdf<\/a>\n <\/td>\n ND\n <\/td>\n 2008 Springer\n <\/td><\/tr>
\n 124<\/strong>\n <\/td>\n Data for Improvement, Data for Accountability\n <\/td>\n AS- GAR et politiques \u00e9ducatives (outils)\n <\/td>\n Acc\u00e8s payant\n <\/td>\n OUI\n <\/td>\n Teachers College, Columbia University\n <\/td><\/tr>
\n 125<\/strong>\n <\/td>\n The Association of State Policy\n Attributes With Teachers\u2019 Instructional Alignment\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (outils)\n <\/td>\n http:\/\/epa.sagepub.com\/content\/34\/3\/278.short<\/a>\n <\/td>\n OUI\n <\/td>\n American Educational Research\n Association\n <\/td><\/tr>
\n 126<\/strong>\n <\/td>\n Entre recherche pratique et politique le Conseil sup\u00e9rieur de\n l’\u00e9ducation du Qu\u00e9bec une d\u00e9marche originale\n <\/td>\n AS- GAR et politiques \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.jstor.org\/stable\/41202120<\/a>\n <\/td>\n OUI\n <\/td>\n Revues.org\n <\/td><\/tr>
\n 127<\/strong>\n <\/td>\n Evidence and Indicators\n Dialogue, Improvement and Researching for Others\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/pdf\/10.1080\/09500790008666967<\/a>\n <\/td>\n OUI\n <\/td>\n routledge informa ltd\n <\/td><\/tr>
\n 128<\/strong>\n <\/td>\n Incentives and Test-Based Accountability in Education\n <\/td>\n AS- GAR et politiques \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.nap.edu\/catalog.php?record_id=12521<\/a>\n <\/td>\n OUI\n <\/td>\n National Academy of Sciences. \n <\/td><\/tr>
\n 129<\/strong>\n <\/td>\n Instructional Alignment under\n No Child Left Behind\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.uscrossier.org\/ceg\/wp-content\/uploads\/2011\/08\/MP_No_Child_Left.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n The university of Chicago press\n <\/td><\/tr>
\n 130<\/strong>\n <\/td>\n Test Today, Privatize Tomorrow\n <\/td>\n AS- GAR et politiques \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.kappanmagazine.org\/content\/85\/8\/568.short<\/a>\n <\/td>\n OUI\n <\/td>\n Phi Delta Kappa \n <\/td><\/tr>
\n 131<\/strong>\n <\/td>\n La mesure de l\u2019\u00e9cole  de la tradition statistique \u00e0 la modernit\u00e9\n \u00e9conom\u00e9trique\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.cairn.info\/revue-education-et-societes-2005-2-page-209.htm<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 132<\/strong>\n <\/td>\n Les cercles de r\u00e9flexion (think tanks) conservateurs et la\n r\u00e9forme \u00e9ducative aux \u00c9tats-Unis\n <\/td>\n AS- GAR et politiques \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.cairn.info\/revue-education-et-societes-2011-1-page-117.htm<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 133<\/strong>\n <\/td>\n Les cycles d’apprentissage du\n primaire dans les plans strat\u00e9giques des commissions scolaires qu\u00e9b\u00e9coises\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.erudit.org\/revue\/ef\/2012\/v40\/n1\/1010150ar.html<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 134<\/strong>\n <\/td>\n Les politiques de lutte contre les in\u00e9galit\u00e9s scolaires d\u2019un\n pays \u00e0 l\u2019autre\n <\/td>\n AS- GAR et politiques \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.cairn.info\/revue-francaise-de-pedagogie-2012-1-page-5.htm<\/a>\n <\/td>\n OUI\n <\/td>\n Revues.org\n <\/td><\/tr>
\n 135<\/strong>\n <\/td>\n Moving beyond the Rhetoric\n Charter School Reform and Accountability\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/00220671.2011.559492#.Ud77RG2NznI<\/a>\n <\/td>\n OUI\n <\/td>\n routledge informa ltd\n <\/td><\/tr>
\n 136<\/strong>\n <\/td>\n Nouvelles modalit\u00e9s de r\u00e9gulation transnationale des politiques\n \u00e9ducatives.\n <\/td>\n AS- GAR et politiques \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.cairn.info\/revue-carrefours-de-l-education-2007-2-page-201.htm<\/a>\n <\/td>\n OUI\n <\/td>\n Armand Colin.\n <\/td><\/tr>
\n 137<\/strong>\n <\/td>\n Port\u00e9e et limites d\u2019une\n \u00e9valuation des politiques et des pratiques \u00e9ducatives par les r\u00e9sultats\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.cairn.info\/revue-education-et-societes-2001-2-page-97.htm<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 138<\/strong>\n <\/td>\n Changing the Conversation in Education Law: Political Geography\n and Virtual Schooling \n <\/td>\n AS- GAR et politiques \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.questia.com\/library\/1P3-2639665651\/changing-the-conversation-in-education-law-political<\/a>\n <\/td>\n OUI\n <\/td>\n Journal of Law & Education\n <\/td><\/tr>
\n 139<\/strong>\n <\/td>\n Science Education and\n Test-Based Accountability Reviewing Their Relationship and Exploring\n Implications for Future Policy\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.eric.ed.gov\/ERICWebPortal\/search\/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ989710&ERICExtSearch_SearchType_0=no&accno=EJ989710<\/a>\n <\/td>\n OUI\n <\/td>\n 2011 Wiley Periodicals, Inc.\n <\/td><\/tr>
\n 140<\/strong>\n <\/td>\n A New Approach to Accountability Creating Effective learning\n environment for programs\n <\/td>\n AS- GAR et politiques \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.niost.org\/pdf\/afterschoolmatters\/asm_2012_15_spring\/asm_2012_spring_8.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 141<\/strong>\n <\/td>\n The learning outcomes race the\n value of self-reported gains in large research universities\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (outils)\n <\/td>\n http:\/\/cshe.berkeley.edu\/publications\/publications.php?id=402<\/a>\n <\/td>\n OUI\n <\/td>\n Springer Science+Business Media\n B.V. 2012\n <\/td><\/tr>
\n 142<\/strong>\n <\/td>\n The negotiation and construction of performance indicators some\n principles, proposals and problems\n <\/td>\n AS- GAR et politiques \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/09500799009533283?journalCode=revr20#.Ud8CO22NznI<\/a>\n <\/td>\n OUI\n <\/td>\n routledge informa ltd\n <\/td><\/tr>
\n 143<\/strong>\n <\/td>\n The Role of Training in the\n Evaluation of Public Programs\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (outils)\n <\/td>\n http:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/ijtd.12001\/abstract<\/a>\n <\/td>\n OUI\n <\/td>\n 2013 Blackwell Publishing Ltd.\n <\/td><\/tr>
\n 144<\/strong>\n <\/td>\n The Rules of Engagement Examining the Limits of Standards and\n Accountability Policy\n <\/td>\n AS- GAR et politiques \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/00131725.2012.760697#.Ud8DTW2NznI<\/a>\n <\/td>\n OUI\n <\/td>\n routledge informa ltd\n <\/td><\/tr>
\n 145<\/strong>\n <\/td>\n We Have Goals. Now What\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.changemag.org\/Archives\/Back%20Issues\/2012\/November-December%202012\/we-have-goals-abstract.html<\/a>\n <\/td>\n OUI\n <\/td>\n routledge informa ltd\n <\/td><\/tr>
\n 146<\/strong>\n <\/td>\n West_Peterson_ChoiceThreats REWARDS AND PUNISHEMENTS IN SCHOOL\n ACCOUNTABILITY SYSTEMS[TYPE THESIS TITLE HERE] – West_Peterson_ChoiceThreats\n <\/td>\n AS- GAR et politiques \u00e9ducatives (outils)\n <\/td>\n West_Peterson_ChoiceThreats REWARDS AND PUNISHEMENTS IN SCHOOL\n ACCOUNTABILITY SYSTEMS[TYPE THESIS TITLE HERE] – West_Peterson_ChoiceThreats\n <\/td>\n nd\n <\/td>\n  \n <\/td><\/tr>
\n 147<\/strong>\n <\/td>\n La mesure de la\n \u00ab\u00a0d\u00e9mocratisation\u00a0\u00bb scolaire\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.cairn.info\/revue-actes-de-la-recherche-en-sciences-sociales-2…<\/a>\n <\/td>\n OUI\n <\/td>\n Le Seuil\n <\/td><\/tr>
\n 148<\/strong>\n <\/td>\n L’efficacit\u00e9 de la politique des zones d’\u00e9ducation prioritaire\n dans
\n les coll\u00e8ges\n <\/td>		\n AS- GAR et politiques \u00e9ducatives (outils)\n <\/td>\n http:\/\/www.jstor.org\/stable\/41200479<\/a>\n <\/td>\n Creative commons\n <\/td>\n Creative commons\n <\/td><\/tr>
\n 149<\/strong>\n <\/td>\n Au premier plan  les enfants ou les r\u00e9sultats\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (principes)\n <\/td>\n http:\/\/www.acelf.ca\/c\/revue\/pdf\/EF-39-1-7_CORMIER.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 150<\/strong>\n <\/td>\n Educational reform and the contradictory discourses of\n evaluation\n <\/td>\n AS- GAR et politiques \u00e9ducatives (principes)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/09500799409533353?journalCode=revr20#.Ud8FcW2NznI<\/a>\n <\/td>\n OUI\n <\/td>\n routledge informa ltd\n <\/td><\/tr>
\n 151<\/strong>\n <\/td>\n L’\u00e9ducation et la\n d\u00e9centralisation\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (principes)\n <\/td>\n http:\/\/www.persee.fr\/web\/revues\/home\/prescript\/article\/coloc_0291-4700_2004_num_24_1_1532<\/a>\n <\/td>\n Creative commons\n <\/td>\n Creative commons\n <\/td><\/tr>
\n 152<\/strong>\n <\/td>\n Politique de decentralistion en \u00e9ducation6_1_3092\n <\/td>\n AS- GAR et politiques \u00e9ducatives (principes)\n <\/td>\n http:\/\/www.persee.fr\/web\/revues\/home\/prescript\/article\/rfp_0556-7807_2004_num_146_1_3092<\/a>\n <\/td>\n nd\n <\/td>\n  \n <\/td><\/tr>
\n 153<\/strong>\n <\/td>\n Port\u00e9e et limites d’une\n \u00e9valuation des politiques et des pratiques \u00e9ducatives par les r\u00e9sultats\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (principes)\n <\/td>\n http:\/\/www.cairn.info\/article.php?REVUE=education-et-societes&ANNEE=2001&NUMERO=2&PP=97<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 154<\/strong>\n <\/td>\n R\u00c9FLEXIONS SUR LA PLACE DU MARCH\u00c9 DANS L’\u00c9DUCATION\n <\/td>\n AS- GAR et politiques \u00e9ducatives (principes)\n <\/td>\n http:\/\/www.cairn.info\/revue-carrefours-de-l-education-2012-2-page-15.htm<\/a>\n <\/td>\n OUI\n <\/td>\n Armand Colin.\n <\/td><\/tr>
\n 155<\/strong>\n <\/td>\n Accounting For Higher Education\n Accountability_ Political Origins of State Performance Funding for Higher\n Education\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/ccrc.tc.columbia.edu\/publications\/accounting-higher-education-accountability.html<\/a>\n <\/td>\n OUI\n <\/td>\n teacher college, Columbia\n university\n <\/td><\/tr>
\n 156<\/strong>\n <\/td>\n Convergences and hybridization of eucational policies around\n postbureaucratic models of regulation\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.eric.ed.gov\/ERICWebPortal\/search\/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ822412&ERICExtSearch_SearchType_0=no&accno=EJ822412<\/a>\n <\/td>\n OUI\n <\/td>\n routledge informa ltd\n <\/td><\/tr>
\n 157<\/strong>\n <\/td>\n De la scolarisation de masse \u00e0\n la formation tout au long de la vie \n essai sur les enjeux \u00e9conomiques des doctrines \u00e9ducatives des\n organisations internationales\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.cairn.info\/revue-education-et-societes-2003-2-page-91.htm<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 158<\/strong>\n <\/td>\n Diversity and Tradition in Educational Practices\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/1380361960020402#.Ud8TqG2NznI<\/a>\n <\/td>\n OUI\n <\/td>\n routledge informa ltd\n <\/td><\/tr>
\n 159<\/strong>\n <\/td>\n Pr\u00e9sentation l’\u00e9volution des\n modes de r\u00e9gulations\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.cairn.info\/revue-education-et-societes-2001-2.htm\n <\/a>\n <\/td>\n nd\n <\/td>\n  \n <\/td><\/tr>
\n 160<\/strong>\n <\/td>\n Districts Link to Push Shared Goals\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.edweek.org\/ew\/articles\/2013\/01\/23\/18core_ep.h32.html\n <\/a>\n <\/td>\n nd\n <\/td>\n  \n <\/td><\/tr>
\n 161<\/strong>\n <\/td>\n Revisiting the Impact of NCLB\n High-Stakes School
\n Accountability, Capacity, and Resources:
\n State NAEP 1990\u20132009 Reading and Math
\n Achievement Gaps and Trends\n <\/td>		\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/epa.sagepub.com\/content\/34\/2\/209.abstract\n <\/a>\n <\/td>\n OUI\n <\/td>\n 2012 AERA. http:\/\/eepa.aera.net<\/a>\n <\/td><\/tr>
\n 162<\/strong>\n <\/td>\n Charter School Autonomy : The Mismatch Between Theory and\n Practice\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/academia.edu\/1977596\/Charter_School_Autonomy_The_Mismatch_Between_Theory_and_Practice\n <\/a>\n <\/td>\n OUI\n <\/td>\n Politics of Education Association\n <\/td><\/tr>
\n 163<\/strong>\n <\/td>\n Wei-Are More Stringent NCLB\n State Accountability Systems Associated with better student outcomes a\n analysis of NAEP results across states\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/epx.sagepub.com\/content\/early\/2010\/11\/13\/0895904810386588\n <\/a>\n <\/td>\n OUI\n <\/td>\n Politics of Education\n Association\n <\/td><\/tr>
\n 164<\/strong>\n <\/td>\n Anagnostopoulos-State Education Agencies, Information Systems,\n and the Expansion of the state power in the erea of test-based accountability\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/epx.sagepub.com\/content\/early\/2013\/02\/13\/0895904813475713.abstract<\/a>\n <\/td>\n OUI\n <\/td>\n Politics of Education Association\n <\/td><\/tr>
\n 165<\/strong>\n <\/td>\n Associations between Student\n Achievement and Student Learning Implications for Value-Added School\n Accountability Models\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/epx.sagepub.com\/content\/27\/1\/92.abstract<\/a>\n <\/td>\n OUI\n <\/td>\n Politics of Education\n Association\n <\/td><\/tr>
\n 166<\/strong>\n <\/td>\n Private Sector Contracting and Democratic Accountability\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/epx.sagepub.com\/content\/27\/2\/307.abstract<\/a>\n <\/td>\n OUI\n <\/td>\n Politics of Education Association\n <\/td><\/tr>
\n 167<\/strong>\n <\/td>\n The New Politics of\n Accountability  Research in Retrospect\n and prospect\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/epx.sagepub.com\/content\/27\/2\/155.abstract<\/a>\n <\/td>\n OUI\n <\/td>\n Politics of Education\n Association\n <\/td><\/tr>
\n 168<\/strong>\n <\/td>\n When Accountability Strategies Collide Do Policy Changes That\n Raise Accountability Standards Also Erode Public Satisfaction\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/epx.sagepub.com\/content\/27\/2\/360.abstract<\/a>\n <\/td>\n OUI\n <\/td>\n Politics of Education Association\n <\/td><\/tr>
\n 169<\/strong>\n <\/td>\n Reactive Sequences in the\n Evolution of Maryland’s Consequential accountability regime\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/epx.sagepub.com\/content\/27\/2\/279.abstract<\/a>\n <\/td>\n OUI\n <\/td>\n Politics of Education\n Association\n <\/td><\/tr>
\n 170<\/strong>\n <\/td>\n Educational Accountability and Policy Feedback\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/epx.sagepub.com\/content\/27\/2\/170.abstract<\/a>\n <\/td>\n OUI\n <\/td>\n Politics of Education Association\n <\/td><\/tr>
\n 171<\/strong>\n <\/td>\n The Disproportionate Erosion of\n Local Control  Urban School Boards,\n High-stakes accountability, and democracy\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/epx.sagepub.com\/content\/27\/2\/334.abstract<\/a>\n <\/td>\n OUI\n <\/td>\n Politics of Education\n Association\n <\/td><\/tr>
\n 172<\/strong>\n <\/td>\n We Are the 5prct Which Schools Would Be Held Accountable Under a\n Proposed Revision of the Elementary and Secondary Education Act\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/archive.org\/stream\/journalfranklini51fran\/journalfranklini51fran_djvu.txt<\/a>\n <\/td>\n OUI\n <\/td>\n American Educational Research Association\n <\/td><\/tr>
\n 173<\/strong>\n <\/td>\n Enjeux \u00e9ducatifs de la\n mondialisation\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=ES_016_0041<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 174<\/strong>\n <\/td>\n Entre orthodoxie et pluralisme les enjeux de l’\u00e9ducation bas\u00e9e\n sur la preuve\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.cairn.info\/revue-francaise-de-pedagogie-2009-3-page-111.htm<\/a>\n <\/td>\n OUI\n <\/td>\n Revues.org\n <\/td><\/tr>
\n 175<\/strong>\n <\/td>\n Open accountability for the\n ’90s between the pill\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.eric.ed.gov\/ERICWebPortal\/search\/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ405190&ERICExtSearch_SearchType_0=no&accno=EJ405190<\/a>\n <\/td>\n OUI\n <\/td>\n JOSSEY-BASS PUBLISHERS\n <\/td><\/tr>
\n 176<\/strong>\n <\/td>\n Home Schooling and Canadian Educational Politics\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/09500790308668292#.Ud85E22NznI<\/a>\n <\/td>\n OUI\n <\/td>\n routledge informa ltd\n <\/td><\/tr>
\n 177<\/strong>\n <\/td>\n INSTITUTIONNALISATION DE\n L\u2019\u00c9VALUATION ET NOUVELLE et NGP UN \u00c9TAT DES LIEUX COMPARATIF\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.cairn.info\/article.php?ID_ARTICLE=RIPC_112_0271&DocId=144989&Index=%2Fcairn2Idx%2Fcairn&TypeID=226&BAL=anOgx2ECCszVA&HitCount=10&hits=2792+2562+21e0+219b+2184+2110+2002+1c5f+d82+11+0&fileext=html<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 178<\/strong>\n <\/td>\n L\u2019influence des organisations internationales sur les politiques\n d\u2019\u00e9ducation\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.cairn.info\/revue-education-et-societes-2003-2-page-5.htm<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 179<\/strong>\n <\/td>\n Le transfert des apprentissages\n et la r\u00e9forme de l’\u00e9ducation au Qu\u00e9bec\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.erudit.org\/revue\/rse\/2005\/v31\/n1\/012364ar.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 180<\/strong>\n <\/td>\n L’\u00e9cole qu\u00e9b\u00e9coise et la \u00ab culture scolaire \u00bb  d\u00e9veloppement int\u00e9gral de l’enfant,\n d\u00e9veloppement cognitif de l’\u00e9l\u00e8ve et contextes \u00e9ducatifs\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.erudit.org\/revue\/phro\/2012\/v1\/n4\/1013238ar.html?vue=resume<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 181<\/strong>\n <\/td>\n L’\u00e9ducation face au d\u00e9fi de la\n globalisation  entre local et global\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.cairn.info\/revue-carrefours-de-l-education-2012-2-page-7.htm<\/a>\n <\/td>\n OUI\n <\/td>\n Armand Colin.\n <\/td><\/tr>
\n 182<\/strong>\n <\/td>\n Les approches et les strat\u00e9gies gouvernementales de mise en\n oeuvre des politiques \u00e9ducatives\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.acelf.ca\/c\/revue\/pdf\/EF-40-1-012_CARPENTIER.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 183<\/strong>\n <\/td>\n Les politiques et les pratiques\n en \u00e9ducation  un couplage probl\u00e9matique\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.cairn.info\/revue-carrefours-de-l-education-2008-1-page-155.htm<\/a>\n <\/td>\n OUI\n <\/td>\n Universit\u00e9 de Picardie\n <\/td><\/tr>
\n 184<\/strong>\n <\/td>\n Les vis\u00e9es de l’action de planification en \u00e9ducation\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/rfp.revues.org\/1450<\/a>\n <\/td>\n OUI\n <\/td>\n Revues.org\n <\/td><\/tr>
\n 185<\/strong>\n <\/td>\n L’impact des politiques\n n\u00e9olib\u00e9rales sur l’\u00e9ducation  tensions\n entre prise en compte des diversit\u00e9s et standardisation\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.cairn.info\/revue-carrefours-de-l-education-2012-2-page-77.htm<\/a>\n <\/td>\n OUI\n <\/td>\n Armand Colin.\n <\/td><\/tr>
\n 186<\/strong>\n <\/td>\n Managing the intersection of internal and external\n accountability Challenge for urban school leadership in the United S\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.emeraldinsight.com\/journals.htm?articleid=17047461<\/a>\n <\/td>\n OUI\n <\/td>\n Emerald Group Publishing Limited\n <\/td><\/tr>
\n 187<\/strong>\n <\/td>\n MISE EN \u00d8EUVRE D\u2019UNE APPROCHE\n RELEVER LES D\u00c9FIS POS\u00c9S PAR LA GESTION ET LA BUDG\u00c9TISATION CENTR\u00c9ES SUR LES\n R\u00c9SULTATS PAR\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.oecd.org\/fr\/gouvernance\/budgetisation\/2497177.pdf<\/a>\n <\/td>\n ND\n <\/td>\n OCDE\n <\/td><\/tr>
\n 188<\/strong>\n <\/td>\n N\u00e9gociations dans le cadre de la r\u00e9forme du syst\u00e8me des\n salaires  le cas du secteur\n universitaire finlandais\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.cairn.info\/revue-politiques-et-gestion-de-l-enseignement-superieur-2008-3-page-119.htm<\/a>\n <\/td>\n OUI\n <\/td>\n Ed. de l’OCDE\n <\/td><\/tr>
\n 189<\/strong>\n <\/td>\n Partenariats et conflits dans\n la Troisi\u00e8me voie  le cas des zones\n d’action \u00e9ducative\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.persee.fr\/web\/revues\/home\/prescript\/article\/rfp_0556-7807_2000_num_133_1_1013<\/a>\n <\/td>\n Creative commons\n <\/td>\n Creative commons\n <\/td><\/tr>
\n 190<\/strong>\n <\/td>\n Philadelphia Impact of For-Profit and Non-Profit Management on\n Student Achievement\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/citeseerx.ist.psu.edu\/viewdoc\/summary?doi=10.1.1.168.5907<\/a>\n <\/td>\n OUI\n <\/td>\n  \n <\/td><\/tr>
\n 191<\/strong>\n <\/td>\n Pr\u00e9sentation L’\u00c9VOLUTION DES\n MODES DE R\u00c9GULATIONS DE L’ACTION PUBLIQUE EN \u00c9DUCATION\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.cairn.info\/revue-education-et-societes-2001-2-page-5.htm<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 192<\/strong>\n <\/td>\n rfp-869-160-meuret-denis-gouverner-l-ecole-une-comparaison-france-etats-unis\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/rfp.revues.org\/869<\/a>\n <\/td>\n OUI\n <\/td>\n Revues.org\n <\/td><\/tr>
\n 193<\/strong>\n <\/td>\n Scripting, ritualising and\n performing leadership: interrogating recent policy developments in Australia\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/full\/10.1080\/00220620.2013.769432#.Ud9Chm2NznI<\/a>\n <\/td>\n OUI\n <\/td>\n routledge informa ltd\n <\/td><\/tr>
\n 194<\/strong>\n <\/td>\n The next 25 years?: future scenarios and future
\n directions for education and technology\n <\/td>		\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/j.1365-2729.2009.00337.x\/abstract<\/a>\n <\/td>\n OUI\n <\/td>\n Blackwell Publishing Ltd \n <\/td><\/tr>
\n 195<\/strong>\n <\/td>\n The Rules of Engagement\n Examining the limits of standard and accountability policy\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/00131725.2012.760697#.Ud9DxW2NznI<\/a>\n <\/td>\n OUI\n <\/td>\n routledge informa ltd\n <\/td><\/tr>
\n 196<\/strong>\n <\/td>\n Myopia in Massachusetts\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.ascd.org\/publications\/educational-leadership\/nov03\/vol61\/num03\/Myopia-in-Massachusetts.aspx<\/a>\n <\/td>\n OUI\n <\/td>\n Association for Supervision and Curriculum Development\n <\/td><\/tr>
\n 197<\/strong>\n <\/td>\n Fonctions de production\n \u00e9ducationnelle: le cas de la Suisse\n <\/td>\n AS- GAR et politiques \u00e9ducatives\n (processus)\n <\/td>\n http:\/\/ideas.repec.org\/a\/ses\/arsjes\/2006-iv-5.html?iframe=true&width=100…<\/a>\n <\/td>\n OUI\n <\/td>\n Schweizerische Zeitschrift f\u00fcr\n Volkswirtschaft und Statistik\n <\/td><\/tr>
\n 198<\/strong>\n <\/td>\n L’\u00c9VALUATION DES POLITIQUES \u00c9DUCATIVES. APPORTS, LIMITES
\n ET N\u00c9CESSAIRE RENOUVELLEMENT DES ENQU\u00caTES
\n INTERNATIONALES SUR LES ACQUIS DES \u00c9L\u00c8VES\n <\/td>		\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=RIPC_143_0409<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 199<\/strong>\n <\/td>\n gestion_resultats d\u00e9finition\n dico encyclp\u00e9dique admin publique\n <\/td>\n AS- GAR et politiques publiques\n (concepts)\n <\/td>\n http:\/\/www.dictionnaire.enap.ca\/Dictionnaire\/19\/Index_par_thematique.enap?by=them&id=76<\/a>\n <\/td>\n OUI\n <\/td>\n Tous droits r\u00e9serv\u00e9s
\n \u00c9cole nationale
\n d’administration publique
\n Qu\u00e9bec, Canada 2012\n <\/td><\/tr>
\n 200<\/strong>\n <\/td>\n Gouvernance  mode de\n coordination innovant  Six propositions\n dans le champ du d\u00e9veloppement durable\n <\/td>\n AS- GAR et politiques publiques (concepts)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=INNO_039_0169<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 201<\/strong>\n <\/td>\n intervention de l’\u00e9tat et\n positions id\u00e9ologiques des dirigeants des bureaucraties publiques et priv\u00e9es\n <\/td>\n AS- GAR et politiques publiques\n (concepts)\n <\/td>\n http:\/\/www.erudit.org\/revue\/SOCSOC\/1983\/v15\/n1\/001674ar.html<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 202<\/strong>\n <\/td>\n La perception de la performance par les agents publics suisses\n dans un environnement en rapide \u00e9volution\n <\/td>\n AS- GAR et politiques publiques (concepts)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=RISA_742_0327<\/a>\n <\/td>\n OUI\n <\/td>\n IISA, revue internationale des sciences administratives\n <\/td><\/tr>
\n 203<\/strong>\n <\/td>\n La production politique de\n l\u2019indiff\u00e9rence dans le nouveau management public\n <\/td>\n AS- GAR et politiques publiques\n (concepts)\n <\/td>\n http:\/\/www.erudit.org\/revue\/as\/2003\/v27\/n3\/007924ar.html<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 204<\/strong>\n <\/td>\n le n\u00e9o-r\u00e9alisme ou la reformulation du pardigme d’h\u00e9gemonie\n internationale\n <\/td>\n AS- GAR et politiques publiques (concepts)\n <\/td>\n http:\/\/www.synergiescanada.org\/journals\/erudit\/ei50\/ei3032\/702292ar<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 205<\/strong>\n <\/td>\n LE NMP ET AU-DEL\u00c0 : STRUCTURE,\n CULTURE ET D\u00c9MOGRAPHIE\n <\/td>\n AS- GAR et politiques publiques\n (concepts)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=RISA_741_0007<\/a>\n <\/td>\n OUI\n <\/td>\n IISA, revue internationale des\n sciences administratives\n <\/td><\/tr>
\n 206<\/strong>\n <\/td>\n Lexique de la gestion ax\u00e9e sur les r\u00e9sultats\n <\/td>\n AS- GAR et politiques publiques (concepts)\n <\/td>\n http:\/\/www.tbs-sct.gc.ca\/cee\/pubs\/lex-fra.asp<\/a>\n <\/td>\n ND\n <\/td>\n Secr\u00e9tariat du conseil du tr\u00e9sor du canada\n <\/td><\/tr>
\n 207<\/strong>\n <\/td>\n Gestion des ressources humaines
\n et Nouveau Management Public :
\n Opinions de gestionnaires
\n federaux et quebecois\n <\/td>		\n AS- GAR et politiques publiques\n (outils)\n <\/td>\n http:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/j.1754-7121.2002.tb01857.x\/full<\/a>\n <\/td>\n ND\n <\/td>\n Journal adminstration publique\n du Canada\n <\/td><\/tr>
\n 208<\/strong>\n <\/td>\n La Commission de l\u2019administration
\n publique de l\u2019Assembl\u00e9e nationale\n <\/td>		\n AS- GAR et politiques publiques (outils)\n <\/td>\n http:\/\/revparl.ca\/28\/2\/28n2_05f_Gagnon.pdf<\/a>\n <\/td>\n ND\n <\/td>\n Revue parlementaire canadienne\n <\/td><\/tr>
\n 209<\/strong>\n <\/td>\n Indicateurs et conduite des\n politiques publiques : o\u00f9 sont les probl\u00e8mes ?\n <\/td>\n AS- GAR et politiques publiques\n (outils)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=INSO_167_0060<\/a>\n <\/td>\n OUI\n <\/td>\n CNAF\n <\/td><\/tr>
\n 210<\/strong>\n <\/td>\n Institutionnalisation de l\u2019\u00e9valuation et nouvelle gestion\n publique  un \u00e9tat des lieux comparatif\n <\/td>\n AS- GAR et politiques publiques (outils)\n <\/td>\n http:\/\/www.cairn.info\/revue-internationale-de-politique-comparee-2004-2-page-271.htm<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 211<\/strong>\n <\/td>\n La gestion du rendement dans\n les pays Baltes et en Russie\n <\/td>\n AS- GAR et politiques publiques\n (outils)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=RISA_732_0225<\/a>\n <\/td>\n OUI\n <\/td>\n IISA, revue internationale des\n sciences administratives\n <\/td><\/tr>
\n 212<\/strong>\n <\/td>\n Les r\u00e9formes budg\u00e9taires de type manag\u00e9rial  observations chez quelques pr\u00e9curseurs\n <\/td>\n AS- GAR et politiques publiques (outils)\n <\/td>\n http:\/\/www.cairn.info\/revue-francaise-d-administration-publique-2006-1-p…<\/a>\n <\/td>\n OUI\n <\/td>\n ENA\n <\/td><\/tr>
\n 213<\/strong>\n <\/td>\n Les Ressources humaines cl\u00e9 de\n vo\u00fbte de la r\u00e9forme du secteur public au Qu\u00e9bec\n <\/td>\n AS- GAR et politiques publiques\n (outils)\n <\/td>\n http:\/\/www.persee.fr\/web\/revues\/home\/prescript\/article\/pomap_0758-1726_2004_num_22_3_2850<\/a>\n <\/td>\n Creative commons\n <\/td>\n Institut de management public\n <\/td><\/tr>
\n 214<\/strong>\n <\/td>\n L’\u00e9valuation aujourd’hui au Qu\u00e9bec  d\u00e9placement des enjeux et red\u00e9finition du\n champ\n <\/td>\n AS- GAR et politiques publiques (outils)\n <\/td>\n http:\/\/www.erudit.org\/revue\/crs\/2001\/v\/n35\/1002236ar.html?vue=resume<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 215<\/strong>\n <\/td>\n Perspectives d’\u00e9valuation\n dialogique dans la production de services sociaux\n <\/td>\n AS- GAR et politiques publiques\n (outils)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=NRP_008_0053<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9RES\n <\/td><\/tr>
\n 216<\/strong>\n <\/td>\n R\u00e9forme de la fonction publique et introduction de la\n r\u00e9mun\u00e9ration li\u00e9e aux performances en italie\n <\/td>\n AS- GAR et politiques publiques (outils)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=RFAP_132_0817<\/a>\n <\/td>\n OUI\n <\/td>\n ENA\n <\/td><\/tr>
\n 217<\/strong>\n <\/td>\n R\u00e9formes budg\u00e9taires dans le\n secteur public  tendances et d\u00e9fis\n <\/td>\n AS- GAR et politiques publiques\n (outils)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=RIPC_112_0241<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 218<\/strong>\n <\/td>\n REPORTING ON OUTCOMES: SETTING
\n PERFORMANCE EXPECTATIONS AND
\n TELLING PERFORMANCE STORIES\n <\/td>		\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/oag-bvg.gc.ca\/internet\/docs\/200305dp1_e.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n Canadian evaluation society\n <\/td><\/tr>
\n 219<\/strong>\n <\/td>\n A Knowledge Management Model:\n Implications for
\n Enhancing Quality in Health Care\n <\/td>		\n AS- GAR et politiques publiques\n (principes)\n <\/td>\n http:\/\/onlinelibrary.wiley.com\/doi\/10.1002\/asi.20763\/full<\/a>\n <\/td>\n OUI\n <\/td>\n Wiley Periodicals, Inc.\n <\/td><\/tr>
\n 220<\/strong>\n <\/td>\n Esquisse d\u2019une th\u00e9orie du changement dans l\u2019action publique\n <\/td>\n AS- GAR et politiques publiques (principes)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=RFSP_551_0155<\/a>\n <\/td>\n OUI\n <\/td>\n Presses de Sciences Po\n <\/td><\/tr>
\n 221<\/strong>\n <\/td>\n La gestion des affaires\n publiques fond\u00e9e sur
\n des partenariats : le\u00e7ons tir\u00e9es de la gestion
\n de la TI\n <\/td>		\n AS- GAR et politiques publiques\n (principes)\n <\/td>\n http:\/\/www.optimumonline.ca\/pdf\/30-1\/partnership_fr.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 222<\/strong>\n <\/td>\n LE SOUCI DES R\u00c9SULTATS DANS LES CONTRATS DE RENDEMENT
\n Preuves empiriques issues des gouvernements locaux suisses\n <\/td>		\n AS- GAR et politiques publiques (principes)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=RISA_731_0103<\/a>\n <\/td>\n OUI\n <\/td>\n IISA, revue internationale des sciences administratives\n <\/td><\/tr>
\n 223<\/strong>\n <\/td>\n Pour une th\u00e9orie de l’appropriation\n des outils de gestion  vers un\n d\u00e9passement de l’opposition conception-usage\n <\/td>\n AS- GAR et politiques publiques\n (principes)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=MAV_009_0109<\/a>\n <\/td>\n OUI\n <\/td>\n Management Prospective Ed.\n <\/td><\/tr>
\n 224<\/strong>\n <\/td>\n Au coe\u201cur du renouveau\n administratif  l’engagement\n institutionnel quelques enseignements empiriques tir\u00e9s de l’exp\u00e9rience\n qu\u00e9becoise\n <\/td>\n AS- GAR et politiques publiques (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=RFAP_115_0403<\/a>\n <\/td>\n OUI\n <\/td>\n ENA\n <\/td><\/tr>
\n 225<\/strong>\n <\/td>\n Enjeux \u00e9ducatifs de la\n mondialisation\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=ES_016_0041<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 226<\/strong>\n <\/td>\n L\u2018experience quebecoise en
\n matiere de reforme
\n administrative : la loi sur
\n I\u2019administration publique\n <\/td>		\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/j.1754-7121.2006.tb02015.x\/abstract<\/a>\n <\/td>\n ND\n <\/td>\n Journal adminstration publique du Canada\n <\/td><\/tr>
\n 227<\/strong>\n <\/td>\n Exploration prospective et\n management strat\u00e9gique vers une approche projet de la strat\u00e9gie\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=MAV_019_0091<\/a>\n <\/td>\n OUI\n <\/td>\n Management Prospective Ed.\n <\/td><\/tr>
\n 228<\/strong>\n <\/td>\n Goal Programming Model for Fire and Emergency Service Facilities
\n Site Selection\n <\/td>		\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/utpjournals.metapress.com\/content\/k84lmw7x610q5465\/<\/a>\n <\/td>\n OUI\n <\/td>\n University of Toronto\n <\/td><\/tr>
\n 229<\/strong>\n <\/td>\n LA GAR dans le secteur public\n revue telescope\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/archives.enap.ca\/bibliotheques\/telescope\/Telv12n3.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n ENAP\n <\/td><\/tr>
\n 230<\/strong>\n <\/td>\n La gestion \u00e0 \u00ab haute performance \u00bb
\n dans la fonction publique qu\u00e9b\u00e9coise
\n Pratiques mobilisatrices et coh\u00e9rence\n <\/td>		\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.erudit.org\/revue\/ri\/2007\/v62\/n3\/016491ar.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n RI relations industrielles\n <\/td><\/tr>
\n 231<\/strong>\n <\/td>\n La gestion axee sur les\n resultats comparaisoon des cadres de gestion de huit juridictions\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/j.1754-7121.2004.tb01868.x\/full<\/a>\n <\/td>\n ND\n <\/td>\n Journal adminstration publique\n du Canada\n <\/td><\/tr>
\n 232<\/strong>\n <\/td>\n La gestion du changement dans les organisations publiques\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.telescope.enap.ca\/Telescope\/docs\/Index\/Vol_12_no_3\/Telv12n3_morneau.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 233<\/strong>\n <\/td>\n La reforme de I’administration\n financi\u00e8re au qu\u00e9bec\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/j.1754-7121.1971.tb00507.x\/pdf<\/a>\n <\/td>\n ND\n <\/td>\n Journal adminstration publique\n du Canada\n <\/td><\/tr>
\n 234<\/strong>\n <\/td>\n Les effets de la Loi sur l’administration publique sur la\n qualit\u00e9 des services et sur la gestion dans les minist\u00e8res et les organismes\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.tresor.gouv.qc.ca\/fileadmin\/PDF\/publications\/effets_LAP.pdf<\/a>\n <\/td>\n ND\n <\/td>\n ENAP\n <\/td><\/tr>
\n 235<\/strong>\n <\/td>\n Les r\u00e9formes budg\u00e9taires de\n type manag\u00e9rial  observations chez\n quelques pr\u00e9curseurs\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.cairn.info\/revue-francaise-d-administration-publique-2006-1-page-69.htm<\/a>\n <\/td>\n OUI\n <\/td>\n ENA\n <\/td><\/tr>
\n 236<\/strong>\n <\/td>\n La \u00ab r\u00e9ing\u00e9nierie de l\u2019Etat \u00bb, r\u00e9forme qu\u00e9b\u00e9coise inspir\u00e9e du\n manag\u00e9rialisme\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=RFAP_136_0803<\/a>\n <\/td>\n OUI\n <\/td>\n ENA\n <\/td><\/tr>
\n 237<\/strong>\n <\/td>\n R\u00e9formes administratives,\n structures sociales et repr\u00e9sentations collectives au Qu\u00e9bec\n <\/td>\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=RFAP_127_0493<\/a>\n <\/td>\n OUI\n <\/td>\n ENA\n <\/td><\/tr>
\n 238<\/strong>\n <\/td>\n QUATRE R\u00c9ACTIONS ORGANISATIONNELLES ID\u00c9AL-TYPIQUES
\n AUX R\u00c9FORMES DU NOUVEAU MANAGEMENT PUBLIC ET
\n QUELQUES CONS\u00c9QUENCES\n <\/td>		\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=RISA_711_0005<\/a>\n <\/td>\n OUI\n <\/td>\n IISA, revue internationale des sciences administratives\n <\/td><\/tr>
\n 239<\/strong>\n <\/td>\n Ser vices publics, gestion ax\u00e9e\n sur les
\n r\u00e9sultats et regards
\n ethnographiques : utopie ou
\n dystopie1 ?\n <\/td>		\n AS- GAR et politiques\n \u00e9ducatives (processus)\n <\/td>\n http:\/\/alterites.ca\/vol7no2\/pdf\/72_Turcotte_Bastien_2010.pdf<\/a>\n <\/td>\n ND\n <\/td>\n UDM\n <\/td><\/tr>
\n 240<\/strong>\n <\/td>\n Vers un appauvrissement manag\u00e9rialiste des organisations de\n services humains complexes\n <\/td>\n AS- GAR et politiques \u00e9ducatives (processus)\n <\/td>\n http:\/\/www.erudit.org\/revue\/nps\/2010\/v22\/n2\/044219ar.html?vue=resume<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9rudit\n <\/td><\/tr>
\n 241<\/strong>\n <\/td>\n TEMPS DE TRAVAIL R\u00c9EL ET TEMPS\n DE TRAVAIL SOUHAIT\u00c9 POUR CERTAINES ACTIVIT\u00c9S RELI\u00c9ES \u00c0 LA GAR\n <\/td>\n C- GAR et acteurs scolaires\n <\/td>\n Site web ADERAE en maintenance\n <\/td>\n  \n <\/td>\n  \n <\/td><\/tr>
\n 242<\/strong>\n <\/td>\n L’utilisation judicieuse des r\u00e9sultats \u00e0 des fins p\u00e9dagogiques\n Le nouveau r\u00f4le des directions de services p\u00e9dagogiques\n <\/td>\n C- GAR et acteurs scolaires\n <\/td>\n http:\/\/www.acsq.qc.ca\/centre_de_documentation\/publique\/CPSE\/Perfectionnement\/Documentation\/2013\/Presentation_2_Pierre_Collerette.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n Pierre Collerette\n <\/td><\/tr>
\n 243<\/strong>\n <\/td>\n Qualit\u00e9 de l\u2019\u00e9ducation et r\u00f4le\n cl\u00e9 des enseignants\n <\/td>\n C- GAR et acteurs scolaires\n <\/td>\n http:\/\/www.ibe.unesco.org\/International\/ICE47\/French\/Organisation\/Workshops\/Workshop4CompFRE.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 244<\/strong>\n <\/td>\n Efficacit\u00e9 des \u00e9tablissements
\n scolaires et la gestion ax\u00e9e sur les
\n r\u00e9sultats
\n Les retomb\u00e9es dans
\n la pratique\n <\/td>		\n C- GAR et institutions scolaires\n <\/td>\n Site web ADERAE en maintenance\n <\/td>\n  \n <\/td>\n  \n <\/td><\/tr>
\n 245<\/strong>\n <\/td>\n Imputabilit\u00e9 et gestion ax\u00e9e\n sur les r\u00e9sultats pour une plus grande r\u00e9ussite des \u00e9l\u00e8ves\n <\/td>\n C- GAR et institutions\n scolaires\n <\/td>\n  http:\/\/adigecs.qc.ca\/wp-content\/uploads\/2012\/05\/Imputabilit%C3%A9-et-ges…<\/a>\n <\/td>\n  \n <\/td>\n  \n <\/td><\/tr>
\n 246<\/strong>\n <\/td>\n LA R\u00c9CEPTION ET LA MISE EN OEOEUVRE DES
\n POLITIQUES DE GESTION AX\u00c9E SUR LES
\n R\u00c9SULTATS PAR LES DIRECTIONS
\n D\u2019\u00c9TABLISSEMENT D\u2019ENSEIGNEMENT AU
\n QU\u00c9BEC\n <\/td>		\n C- GAR et institutions scolaires\n <\/td>\n Site web ADERAE en maintenance\n <\/td>\n  \n <\/td>\n  \n <\/td><\/tr>
\n 247<\/strong>\n <\/td>\n Colloque Recompositions\n territoriales, confronter et innover, Territorial restructurings,
\n comparisons and innovations. Proceedings of the French\u2010South\n African meeting on
\n territorial innovation. Actes des Rencontres franco\u2010sud\u2010africaines\n de l’innovation
\n territoriale janvier 2002
\n Partie I les exp\u00e9riences fran\u00e7aises et sud\u2010africaines dans le mouvement\n universel de
\n recomposition territoriale\n <\/td>		\n C- GAR et institutions\n scolaires\n <\/td>\n http:\/\/halshs.archives-ouvertes.fr\/docs\/00\/74\/10\/30\/PDF\/Bamberg_20.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 248<\/strong>\n <\/td>\n Les diff\u00e9rences et les in\u00e9galit\u00e9s de r\u00e9ussite \u00e0 l\u2019\u00e9cole primaire\n :
\n Enseignements, port\u00e9e et utilit\u00e9 des r\u00e9sultats
\n de la recherche en \u00e9ducation\n <\/td>		\n C- GAR et institutions scolaires\n <\/td>\n http:\/\/www.decrochagedesjeunes.adequatcom.fr\/wp-content\/uploads\/2010\/03\/decrochage-jeunes-differences-inegalite-reussite-scolaire.pdf<\/a>\n <\/td>\n ND\n <\/td>\n Bruno Suchaut\n <\/td><\/tr>
\n 249<\/strong>\n <\/td>\n L’ART DE CHOISIR L’EFFICACIT\u00c9
\n \u00c9COLE ET ENSEIGNEMENT EFFICACES :
\n APPRENDRE DES PRATIQUES\n <\/td>		\n C- GAR et institutions\n scolaires\n <\/td>\n http:\/\/adigecs.qc.ca\/wp-content\/uploads\/2012\/05\/%C3%89cole-et-enseignement-efficaces-apprendre-des-pratiques.pdf<\/a>\n <\/td>\n ND\n <\/td>\n Steve Bissonnette, UQO\n <\/td><\/tr>
\n 250<\/strong>\n <\/td>\n Analyse des plans strat\u00e9giques et des conventions de partenariat\n des commissions scolaires des r\u00e9gions de la Capitale nationale et de\n Chaudi\u00e8re-Appalaches: conformit\u00e9 et tensions\n <\/td>\n C- GAR et politiques \u00e9ducatives\n <\/td>\n Site web ADERAE en maintenance\n <\/td>\n  \n <\/td>\n  \n <\/td><\/tr>
\n 251<\/strong>\n <\/td>\n Des partenariats au service des\n communaut\u00e9s ou du march\u00e9 scolaire ? V\u00e9hicule
\n d\u2019exclusion ou de promotion des \u00e9coles?\n <\/td>		\n C- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/www.unige.ch\/fapse\/ggape\/seminaire\/programme\/progsamedi14\/BelangerDionne2.pdf<\/a>\n <\/td>\n ND\n <\/td>\n Rappe \u2013 Universit\u00e9 de Gen\u00e8ve\n <\/td><\/tr>
\n 252<\/strong>\n <\/td>\n La gestion par r\u00e9sultats au Minist\u00e8re de l\u2019\u00c9ducation
\n Chemin parcouru et
\n implications pour l\u2019\u00e9valuation de programme\n <\/td>		\n C- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/www.sqep.ca\/archives\/presentations\/Jobinmh_colsqep01.pdf<\/a>\n <\/td>\n ND\n <\/td>\n Marie-H\u00e9l\u00e8ne Jobin\n <\/td><\/tr>
\n 253<\/strong>\n <\/td>\n Gestion du syst\u00e8me
\n scolaire sur une base
\n de r\u00e9sultats
\n Un changement culturel
\n majeur !\n <\/td>		\n C- GAR et politiques \u00e9ducatives\n <\/td>\n amdes.qc.ca\/…\/gestion_par_r_sultats_amdes_mai_2010_print__mode_d…\u200e\n <\/td>\n OUI\n <\/td>\n Pierre Collerette, UQO\n <\/td><\/tr>
\n 254<\/strong>\n <\/td>\n La GAR, d\u2019hier \u00e0 aujourd\u2019hui:
\n Une approche nouvelle et prometteuse \u00e0 la gestion du syst\u00e8me d\u2019\u00e9ducation?\n <\/td>		\n C- GAR et politiques \u00e9ducatives\n <\/td>\n Site web ADERAE en maintenance\n <\/td>\n OUI\n <\/td>\n Andr\u00e9  Brassard\n <\/td><\/tr>
\n 255<\/strong>\n <\/td>\n La mont\u00e9e de modes de\n r\u00e9gulation
\n par les r\u00e9sultats dans les syst\u00e8mes
\n \u00e9ducatifs : tendances et enjeux\n <\/td>		\n C- GAR et politiques \u00e9ducatives\n <\/td>\n Site web ADERAE en maintenance\n <\/td>\n ND\n <\/td>\n Christian Maroy\n <\/td><\/tr>
\n 256<\/strong>\n <\/td>\n Gestion Ax\u00e9e sur les R\u00e9sultats & Planification Strat\u00e9gique\n <\/td>\n C- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/www.afristat.org\/contenu\/pdf\/pci\/snds_%20vol2_4.pdf<\/a>\n <\/td>\n ND\n <\/td>\n Gilbert E. Oloko\n <\/td><\/tr>
\n 257<\/strong>\n <\/td>\n R\u00e9sultats, efficacit\u00e9 et\n efficience: ambiguit\u00e9 de la GAR et essai de clarification conceptuelle\n <\/td>\n C- GAR et politiques publiques\n <\/td>\n http:\/\/www.sqep.ca\/archives\/presentations\/Larochellec_colsqep06.pdf<\/a>\n <\/td>\n ND\n <\/td>\n Universit\u00e9 du Qu\u00e9bec,  ENAP\n <\/td><\/tr>
\n 258<\/strong>\n <\/td>\n L\u2019id\u00e9ologie manag\u00e9riale d\u00e9shumanisante : entrevue avec Vincent\n de Gaulejac\n <\/td>\n D- GAR et politiques publiques\n <\/td>\n http:\/\/www.erudit.org\/culture\/rel049\/rel0151\/67019ac.html?vue=resume&mode=restriction<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 259<\/strong>\n <\/td>\n Repenser la communication des\n organisations publiques\n <\/td>\n D- GAR et politiques publiques\n <\/td>\n http:\/\/communicationorganisation.revues.org\/pdf\/709<\/a>\n <\/td>\n OUI\n <\/td>\n HEC  Montr\u00e9al\n <\/td><\/tr>
\n 260<\/strong>\n <\/td>\n Le partenariat public-priv\u00e9 :
\n un instrument d\u2019action publique
\n au coeur de la reconfiguration
\n de l\u2019\u00c9tat qu\u00e9b\u00e9cois\n <\/td>		\n D- GAR et politiques publiques\n <\/td>\n http:\/\/www.ciriec.uqam.ca\/pdf\/numeros_parus_articles\/3802\/ES-3802-02.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 261<\/strong>\n <\/td>\n STRAT\u00c9GIE ET MANAGEMENT\n STRAT\u00c9GIQUE DES ENTREPRISES
\n Un regard historique et critique\n <\/td>		\n D- GAR et politiques publiques\n <\/td>\n http:\/\/www.cairn.info\/revue-gestion-2007-3-p-88.htm<\/a>\n <\/td>\n OUI\n <\/td>\n  \n <\/td><\/tr>
\n 262<\/strong>\n <\/td>\n Les principes de gestion ax\u00e9e sur les r\u00e9sultats\n <\/td>\n D- GAR et politiques publiques\n <\/td>\n http:\/\/www.acdi-cida.gc.ca\/acdi-cida\/acdi-cida.nsf\/fra\/ANN-102084042-GVJ<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 263<\/strong>\n <\/td>\n Changement institutionel et\n olitique publique\n <\/td>\n D- GAR et politiques publiques\n <\/td>\n http:\/\/knowandpol.eu\/IMG\/pdf\/lr.tr.drealants_maroy.2.fr.pdf<\/a>\n <\/td>\n ND\n <\/td>\n Draelants – Maroy\n <\/td><\/tr>
\n 264<\/strong>\n <\/td>\n Les infrastructures actuelles de
\n l\u2019\u00e9thique gouvernementale et la
\n sanction des agents publics au Canada\n <\/td>		\n D- GAR et politiques publiques\n <\/td>\n http:\/\/pyramides.revues.org\/208<\/a>\n <\/td>\n OUI\n <\/td>\n Revues.org\n <\/td><\/tr>
\n 265<\/strong>\n <\/td>\n The Challenges of\n Accountability\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n Non trouv\u00e9\n <\/td>\n OUI\n <\/td>\n Association for Supervision and\n Curriculum Development\n <\/td><\/tr>
\n 266<\/strong>\n <\/td>\n An Interv\u00edew W\u00edth D\u00edane Rav\u00edtch\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/www.tandfonline.com\/loi\/uced20#.UeRaFG2NyZE<\/a>\n <\/td>\n OUI\n <\/td>\n routledge informa ltd\n <\/td><\/tr>
\n 267<\/strong>\n <\/td>\n LECTURES\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/www.cairn.info\/revue-education-et-societes-2001-2-page-163.htm<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 268<\/strong>\n <\/td>\n Standards and Accountability Movement Needs to Push, not punish\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/www.highbeam.com\/doc\/1P3-1334710711.html<\/a>\n <\/td>\n OUI\n <\/td>\n Wilson Web\n <\/td><\/tr>
\n 269<\/strong>\n <\/td>\n De la lib\u00e9ration de l\u2019homme \u00e0\n la lib\u00e9ralisation de l\u2019\u00e9ducation\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/www.cairn.info\/revue-education-et-societes-2003-2-page-35.htm<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 270<\/strong>\n <\/td>\n DE LA SCOLARISATION DE MASSE \u00c0 LA FORMATION TOUT AU
\n LONG DE LA VIE : ESSAI SUR LES ENJEUX \u00c9CONOMIQUES DES
\n DOCTRINES \u00c9DUCATIVES DES ORGANISATIONS
\n INTERNATIONALES\n <\/td>		\n D- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=ES_012_0091<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 271<\/strong>\n <\/td>\n Hargreaves et Shirley – 2008 –\n The Fourth Way of Change\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/scholar.google.ca\/scholar?q=Hargreaves+et+Shirley+-+2008+-+The+Fourth+Way+of+Change&btnG=&hl=fr&as_sdt=0%2C5&as_vis=1<\/a>\n <\/td>\n OUI\n <\/td>\n Association for Supervision and\n Curriculum Development\n <\/td><\/tr>
\n 272<\/strong>\n <\/td>\n L\u2019\u00e9ducation, la formation et l\u2019\u00e9conomie
\n de la connaissance : approches \u00e9conomiques\n <\/td>		\n D- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=ES_015_0091<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 273<\/strong>\n <\/td>\n Movement even during inaction\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/intl.kappanmagazine.org\/content\/94\/3\/66.short<\/a>\n <\/td>\n ND\n <\/td>\n Phi Delta Kappa \n <\/td><\/tr>
\n 274<\/strong>\n <\/td>\n Market accountability in schools policy reforms in England,\n Germany, France and Italy\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/03054985.2012.689694#.UeRhVG2NyZE<\/a>\n <\/td>\n OUI\n <\/td>\n routledge informa ltd\n <\/td><\/tr>
\n 275<\/strong>\n <\/td>\n Navigating Educational\n Turbulence\u2014Unintended Consequences of
\n Accountability Policy\n <\/td>		\n D- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/j.1949-8594.2012.00170.x\/abstract<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 276<\/strong>\n <\/td>\n INTRODUCTION : QUALIT\u00c9, \u00c9VALUATION, EUROP\u00c9ANISATION ET
\n GOUVERNANCE DE L’\u00c9DUCATION\n <\/td>		\n D- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=ES_028_0005<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 277<\/strong>\n <\/td>\n Un ph\u00e9nom\u00e8ne majeur  la sociologie de l\u2019\u00e9ducation et de la\n formation face \u00e0 la mondialisation. Discussion\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/www.cairn.info\/revue-education-et-societes-2005-2-page-71.htm<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 278<\/strong>\n <\/td>\n Urban Education-2013-Costigan-New Urban Teachers Transcending\n Neoliberal Educational Reforms Embracing Aesthetic Education as a Curriculum\n of Political Action\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/uex.sagepub.com\/content\/48\/1\/116.abstract<\/a>\n <\/td>\n OUI\n <\/td>\n Urban Education\n <\/td><\/tr>
\n 279<\/strong>\n <\/td>\n Graduation Rates Latest Waiver\n Flash Point\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n Education Full Text (H.W.\n Wilson)\n <\/td>\n OUI\n <\/td>\n Editorial Projects in Education\n <\/td><\/tr>
\n 280<\/strong>\n <\/td>\n How to gauge accountability proving ticklish for N. Carolina\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n Education Full Text (H.W. Wilson)\n <\/td>\n OUI\n <\/td>\n Editorial Projects in Education\n <\/td><\/tr>
\n 281<\/strong>\n <\/td>\n EBSCOhost_ Is educational\n reform through mandated accountability an oxymoron_\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n Education Full Text (H.W.\n Wilson)\n <\/td>\n OUI\n <\/td>\n Editorial Projects in Education\n <\/td><\/tr>
\n 282<\/strong>\n <\/td>\n EBSCOhost_ The great accountability fallacy\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n Education Full Text (H.W. Wilson)\n <\/td>\n OUI\n <\/td>\n Editorial Projects in Education\n <\/td><\/tr>
\n 283<\/strong>\n <\/td>\n EBSCOhost_ The next steps\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n Education Full Text (H.W.\n Wilson)\n <\/td>\n OUI\n <\/td>\n Editorial Projects in Education\n <\/td><\/tr>
\n 284<\/strong>\n <\/td>\n EBSCOhost_ The Unwitting Damage Done by the Spellings Commission\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n Education Full Text (H.W. Wilson)\n <\/td>\n OUI\n <\/td>\n Editorial Projects in Education\n <\/td><\/tr>
\n 285<\/strong>\n <\/td>\n EBSCOhost_ Winning With\n Accountability_ The Secret Language of High-Performing O\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n Education Full Text (H.W.\n Wilson)\n <\/td>\n OUI\n <\/td>\n Editorial Projects in Education\n <\/td><\/tr>
\n 286<\/strong>\n <\/td>\n L\u2019INNOVATION DANS LES SERVICES ET L\u2019ECONOMIE DE LA
\n CONNAISSANCE FACTEUR DE DEVELOPPEMENT ET DE CROISSANCE :
\n CAS DES BANQUES ET DES ASSURANCES PUBLIQUES ALGERIENNES\n <\/td>		\n D- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/www.cread-dz.org\/cinquante-ans\/Communication_2012\/CHERCHEM.pdf<\/a>\n <\/td>\n ND\n <\/td>\n Mohamed CHERCHEM\n <\/td><\/tr>
\n 287<\/strong>\n <\/td>\n Diagnostic, enjeux et\n perspectives
\n du concept d\u2019efficacit\u00e9 en formation\n <\/td>		\n D- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/www.fmgerard.be\/textes\/formation_permanente.html<\/a>\n <\/td>\n ND\n <\/td>\n Fran\u00e7ois-Marie Gerard\n <\/td><\/tr>
\n 288<\/strong>\n <\/td>\n Une approche conceptuelle de la qualit\u00e9 en \u00e9ducation\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/www.f-robert.com\/fr\/pdf\/DSE13_Robert_final.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 289<\/strong>\n <\/td>\n \u00c9ducation et \u00e9quit\u00e9\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/www.oecd.org\/fr\/edu\/31594554.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n OCDE 2004\n <\/td><\/tr>
\n 290<\/strong>\n <\/td>\n LES INDICATEURS DE L\u2019ECONOMIE DE LA CONNAISSANCE\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n breese.blogs.com\/pi\/files\/indicateurs<\/strong>_2.doc<\/em>\u200e\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 291<\/strong>\n <\/td>\n CHAPITRE 6 : SOCIOLOGIE DE\n L\u2019ECOLE\n <\/td>\n D- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/annerevillard.com\/enseignement\/introduction-sociologie\/<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 292<\/strong>\n <\/td>\n EBSCOhost_ Easing Rules Over Schools Gains Favor\n <\/td>\n D- GAR et institutions scolaires\n <\/td>\n Education Full Text (H.W. Wilson)\n <\/td>\n OUI\n <\/td>\n Editorial Projects in Education\n <\/td><\/tr>
\n 293<\/strong>\n <\/td>\n EBSCOhost_ Louisiana Opens\n Novel Marketplace Of K-12 Courses\n <\/td>\n D- GAR et institutions\n scolaires\n <\/td>\n Education Full Text (H.W.\n Wilson)\n <\/td>\n OUI\n <\/td>\n Editorial Projects in Education\n <\/td><\/tr>
\n 294<\/strong>\n <\/td>\n EBSCOhost_ The Essential School Board Book_ Better Governance in\n the Age of Acco\n <\/td>\n D- GAR et institutions scolaires\n <\/td>\n Education Full Text (H.W. Wilson)\n <\/td>\n OUI\n <\/td>\n Editorial Projects in Education\n <\/td><\/tr>
\n 295<\/strong>\n <\/td>\n Chenoweth et Theokas – 2013 –\n How High-Poverty Schools Are Getting It Done\n <\/td>\n D- GAR et institutions\n scolaires\n <\/td>\n http:\/\/www.schoolleadership20.com\/forum\/topics\/how-high-poverty-schools-are-getting-it-done<\/a>\n <\/td>\n OUI\n <\/td>\n Association for Supervision and\n Curriculum Development\n <\/td><\/tr>
\n 296<\/strong>\n <\/td>\n favoriser l’\u00e9mergence de changements en mati\u00e8re d’\u00e9valuation des\n apprentissages\n <\/td>\n D- GAR et institutions scolaires\n <\/td>\n http:\/\/www.mels.gouv.qc.ca\/sections\/viePedagogique\/numeros\/120\/vp120_15-19.pdf<\/a>\n <\/td>\n ND\n <\/td>\n Vie p\u00e9dagogique\n <\/td><\/tr>
\n 297<\/strong>\n <\/td>\n La mesure de l’\u00e9cole  de la tradition statistique \u00e0 la modernit\u00e9\n \u00e9conom\u00e9trique\n <\/td>\n D- GAR et institutions\n scolaires\n <\/td>\n http:\/\/www.cairn.info\/revue-education-et-societes-2005-2-page-209.htm<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 298<\/strong>\n <\/td>\n Am\u00e9lioration des performances :
\n et si la r\u00e9ussite venait d\u2019en bas ?\n <\/td>		\n D- GAR et institutions scolaires\n <\/td>\n http:\/\/www.oecd.org\/pisa\/pisainfocus\/47468770.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n OCDE\n <\/td><\/tr>
\n 299<\/strong>\n <\/td>\n Les recherches
\n sur les effets-\u00e9coles
\n et les effets-ma\u00eetres\n <\/td>		\n D- GAR et institutions\n scolaires\n <\/td>\n http:\/\/www.persee.fr\/web\/revues\/home\/prescript\/article\/rfp_0556-7807_199…<\/a>\n <\/td>\n Creative commons\n <\/td>\n Creative commons\n <\/td><\/tr>
\n 300<\/strong>\n <\/td>\n Autonomie et responsabilisation
\n des \u00e9tablissements d\u2019enseignement :
\n quel impact sur la performance des \u00e9l\u00e8ves ?\n <\/td>		\n D- GAR et institutions scolaires\n <\/td>\n http:\/\/www.oecd.org\/pisa\/pisainfocus\/48989573.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n OCDE\n <\/td><\/tr>
\n 301<\/strong>\n <\/td>\n CONJUGUER
\n \u00c9QUIT\u00c9 ET PERFORMANCE
\n EN \u00c9DUCATION, UN D\u00c9FI DE SOCI\u00c9T\u00c9\n <\/td>		\n D- GAR et institutions\n scolaires\n <\/td>\n http:\/\/www.cse.gouv.qc.ca\/fichiers\/documents\/publications\/CEBE\/50-0192.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n Gouvernement du Qu\u00e9bec\n <\/td><\/tr>
\n 302<\/strong>\n <\/td>\n D\u00e9velopper une gestion ax\u00e9e sur les
\n r\u00e9sultats en mati\u00e8re d\u2019\u00e9galit\u00e9 hommes-femmes
\n chez les organismes donneurs\n <\/td>		\n D- GAR et institutions scolaires\n <\/td>\n http:\/\/www.oecd.org\/fr\/cad\/femmes-developpement\/43285374.pdf<\/a>\n <\/td>\n ND\n <\/td>\n OCDE\n <\/td><\/tr>
\n 303<\/strong>\n <\/td>\n Concepts d\u2019efficience,
\n d\u2019efficacit\u00e9 interne et
\n externe\n <\/td>		\n D- GAR et institutions\n scolaires\n <\/td>\n http:\/\/www.unige.ch\/fapse\/pegei\/Enseignement\/742003\/documentation-1\/Efficacite_efficience_def.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 304<\/strong>\n <\/td>\n L\u2019\u00e9tablissement d\u2019enseignement
\n fr\u00e9quent\u00e9 par les \u00e9l\u00e8ves a-t-il un impact
\n sur leur performance ?\n <\/td>		\n D- GAR et institutions scolaires\n <\/td>\n http:\/\/www.oecd-ilibrary.org\/education\/l-etablissement-d-enseignement-fr…<\/a>\n <\/td>\n OUI\n <\/td>\n OCDE\n <\/td><\/tr>
\n 305<\/strong>\n <\/td>\n R\u00c9USSITE SCOLAIRE ET R\u00c9USSITE\n \u00c9DUCATIVE :
\n QUELQUES REP\u00c8RES\n <\/td>		\n D- GAR et institutions\n scolaires\n <\/td>\n http:\/\/www.cdc.qc.ca\/ped_coll\/pdf\/Lapostolle_19_4.pdf<\/a>\n <\/td>\n ND\n <\/td>\n P\u00c9DAGOGIE COLL\u00c9GIALE\n <\/td><\/tr>
\n 306<\/strong>\n <\/td>\n D\u00e9mocratiser l\u2019\u00e9cole, de quoi parle-t-on ?\n <\/td>\n D- GAR et institutions scolaires\n <\/td>\n http:\/\/www.lille.snes.edu\/IMG\/pdf_fiche_n2_democratisation_definitions.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 307<\/strong>\n <\/td>\n Le gouvernement scolaire Vers\n une soci\u00e9t\u00e9 d\u00e9mocratique \u00e0 l\u2019\u00e9cole\n <\/td>\n D- GAR et institutions\n scolaires\n <\/td>\n http:\/\/www.citoyendedemain.net\/pdf\/pratiques-gouvernementscolaire.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n www.citoyendedemain.net<\/a>\n <\/td><\/tr>
\n 308<\/strong>\n <\/td>\n 1996_29 essai Perrenoud l’obligation de comp\u00e9tence une \u00e9valuation\n en qu\u00eate d’acteurs\n <\/td>\n D- GAR et acteurs scolaires\n <\/td>\n unige.ch\n <\/td>\n ND\n <\/td>\n Perrenoud, Unige.\n <\/td><\/tr>
\n 309<\/strong>\n <\/td>\n Depeche_loi_88_mars_2011 GAR\n les cons\u00e9quences du projet de loi 88 sur profession enseignante\n <\/td>\n D- GAR et acteurs scolaires\n <\/td>\n www.fse.qc.net\/publications\/bulletins-depeche\/?eID=dam_frontend…\u200e<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 310<\/strong>\n <\/td>\n EBSCOhost_ Staff Grieve before Accepting the New Reality\n <\/td>\n D- GAR et acteurs scolaires\n <\/td>\n Education Full Text (H.W. Wilson)\n <\/td>\n OUI\n <\/td>\n Editorial Projects in Education\n <\/td><\/tr>
\n 311<\/strong>\n <\/td>\n Former, r\u00e9former, transformer\n main-d\u2019\u0153uvre enseignant  Politiq\n compar\u00e9es et exp\u00e9rienc crois\u00e9es anglo-am\u00e9ricain\n <\/td>\n D- GAR et acteurs scolaires\n <\/td>\n http:\/\/www.cairn.info\/revue-education-et-societes-2009-1-page-91.htm<\/a>\n <\/td>\n OUI\n <\/td>\n De Boeck Sup\u00e9rieur\n <\/td><\/tr>
\n 312<\/strong>\n <\/td>\n L’engagement parental dans la scolarit\u00e9 des enfants. Questions\n et enjeux\n <\/td>\n D- GAR et acteurs scolaires\n <\/td>\n http:\/\/www.cairn.info\/revue-la-revue-internationale-de-l-education-familiale-2010-2-page-9.htm<\/a>\n <\/td>\n OUI\n <\/td>\n L’Harmattan\n <\/td><\/tr>
\n 313<\/strong>\n <\/td>\n Jobinneries: Gestion ax\u00e9e sur\n les r\u00e9sultats (suite)\n <\/td>\n D- GAR et acteurs scolaires\n <\/td>\n http:\/\/www.gilles-jobin.org\/jobineries\/index.php?2010\/02\/21\/971-gestion-…<\/a>\n <\/td>\n ND\n <\/td>\n Gilles Jobin\n <\/td><\/tr>
\n 314<\/strong>\n <\/td>\n Journ\u00e9e mondiale des enseignants- Enseigner: faire oeuvre
\n d\u2019humanisation\n <\/td>		\n D- GAR et acteurs scolaires\n <\/td>\n http:\/\/www.mondialisation.ca\/journee-mondiale-des-enseignants-enseigner-…<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9ric Cornellier\n <\/td><\/tr>
\n 315<\/strong>\n <\/td>\n L\u2019\u00e9cole qu\u00e9b\u00e9coise au service\n de sa client\u00e8le\n <\/td>\n D- GAR et acteurs scolaires\n <\/td>\n http:\/\/www.moutonnoir.com\/2013\/05\/lecole-quebecoise-au-service-de-sa-cli…<\/a>\n <\/td>\n ND\n <\/td>\n Solenne Cadieux<\/a>\n <\/td><\/tr>
\n 316<\/strong>\n <\/td>\n L\u2019\u00c9VALUATION DES ENSEIGNANTS: MOTEUR DE FORMATION
\n CONTINUE OU INQUI\u00c9TUDE QUI FAIT STAGNER? |
\n DISCUSSION DU 17 AVRIL 2013\n <\/td>		\n D- GAR et acteurs scolaires\n <\/td>\n http:\/\/claved.wordpress.com\/2013\/04\/10\/levaluation-des-enseignants-moteu…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 317<\/strong>\n <\/td>\n La r\u00e9mun\u00e9ration fond\u00e9e sur la\n performance
\n am\u00e9liore-t-elle la qualit\u00e9 de l\u2019enseignement ?\n <\/td>		\n D- GAR et acteurs scolaires\n <\/td>\n La r\u00e9mun\u00e9ration fond\u00e9e sur la\n performance
\n am\u00e9liore-t-elle la qualit\u00e9 de l\u2019enseignement ?\n <\/td>		\n OUI\n <\/td>\n OCDE\n <\/td><\/tr>
\n 318<\/strong>\n <\/td>\n Un \u00e9l\u00e8ve c’est bien plus qu’une statistique\n <\/td>\n D- GAR et acteurs scolaires\n <\/td>\n www.sern.qc.ca\/publications\/le-courant\/index.html?eID=dam…\u200e<\/a>\n <\/td>\n ND\n <\/td>\n Jean duamais\n <\/td><\/tr>
\n 319<\/strong>\n <\/td>\n R\u00c9F\u00c9RENTIEL POUR UNE D\u00c9FINITION\n PARTAG\u00c9E DU R\u00d4LE
\n DE DIRECTION D\u2019\u00c9TABLISSEMENT SCOLAIRE\n <\/td>		\n D- GAR et acteurs scolaires\n <\/td>\n amdes.qc.ca\/wp-content\/uploads\/2011\/…\/R\u00e9f\u00e9rentiel<\/strong>-AMDES-V-SW.pdf<\/em>\u200e\n <\/td>\n ND\n <\/td>\n AMDES\n <\/td><\/tr>
\n 320<\/strong>\n <\/td>\n R\u00e9ussite scolaire : comment les parents
\n peuvent-ils aider leurs enfants ?\n <\/td>		\n D- GAR et acteurs scolaires\n <\/td>\n http:\/\/www.oecd.org\/pisa\/pisainfocus\/49012528.pdf<\/a>\n <\/td>\n  \n <\/td>\n OCDE\n <\/td><\/tr>
\n 321<\/strong>\n <\/td>\n L\u2019approche comptable en\n \u00e9ducation au Qu\u00e9bec (3e partie)\n <\/td>\n D- GAR et acteurs scolaires\n <\/td>\n http:\/\/tendancessociales.blogspot.ca\/2012\/09\/lapproche-comptable-en-education-au_20.html<\/a>\n <\/td>\n ND\n <\/td>\n Jacques Tondreau\n <\/td><\/tr>
\n 322<\/strong>\n <\/td>\n LA COMP\u00c9TENCE EN \u00c9THIQUE PROFESSIONNELLE,
\n \u00c7A SE D\u00c9VELOPPE?\n <\/td>		\n D- GAR et acteurs scolaires\n <\/td>\n http:\/\/www.mels.gouv.qc.ca\/sections\/viepedagogique\/numeros\/143\/vp143_37-…<\/a>\n <\/td>\n ND\n <\/td>\n Vie p\u00e9dagogique\n <\/td><\/tr>
\n 323<\/strong>\n <\/td>\n La gestion des activit\u00e9s\n \u00e9ducatives des directeurs et des directrices d\u2019\u00e9coles primaires dans le\n contexte de la r\u00e9forme en \u00e9ducation au Qu\u00e9bec\n <\/td>\n RRTM- GAR et acteurs scolaires\n <\/td>\n http:\/\/www.frqsc.gouv.qc.ca\/upload\/capsules_recherche\/fichiers\/capsule_39.pdf<\/a>\n <\/td>\n ND\n <\/td>\n UDM\n <\/td><\/tr>
\n 324<\/strong>\n <\/td>\n LA RECONNAISSANCE AU TRAVAIL UNE PRATIQUE RICHE DE SENS\n <\/td>\n RRTM- GAR et acteurs scolaires\n <\/td>\n http:\/\/sbisrvntweb.uqac.ca\/archivage\/17705448.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n Biblioth\u00e8que nationale du Qu\u00e9bec\n <\/td><\/tr>
\n 325<\/strong>\n <\/td>\n Les comp\u00e9tences de direction\n d’\u00e9coles efficaces Etudes de cas dans deux \u00e9coles secondaires\n qu\u00e9b\u00e9coises  Michel Ross\n <\/td>\n RRTM- GAR et acteurs scolaires\n <\/td>\n ulaval.ca \n <\/td>\n OUI\n <\/td>\n Michel Ross\n <\/td><\/tr>
\n 326<\/strong>\n <\/td>\n L\u2019apprentissage en ligne
\n et la gestion du changement
\n sur le plan humain\n <\/td>		\n RRTM- GAR et acteurs scolaires\n <\/td>\n http:\/\/grandsorganismes.gouv.qc.ca\/upload\/cego\/editor\/asset\/Publications\/Formation%20%C3%A0%20la%20t%C3%A2che\/plugin-Apprentissage_ligne%5B1%5D.pdf<\/a>\n <\/td>\n ND\n <\/td>\n H\u00e9l\u00e8ne Huot\n <\/td><\/tr>
\n 327<\/strong>\n <\/td>\n Les pratiques collaboratives\n dans les pratiques scolaires : Cadre de r\u00e9f\u00e9rence pour soutenir la formation\n <\/td>\n RRTM- GAR et acteurs scolaires\n <\/td>\n https:\/\/www.oirs.ulaval.ca\/files\/content\/sites\/oirs\/files\/guide_pratique…<\/a>\n <\/td>\n OUI\n <\/td>\n Beaumont, Lavoie et Couture\n <\/td><\/tr>
\n 328<\/strong>\n <\/td>\n De la formulation \u00e0 l\u2019implantation :
\n Exp\u00e9rience de la mise en oeuvre d\u2019un projet \u00e9ducatif et d\u2019un plan de
\n r\u00e9ussite d\u2019une \u00e9cole primaire de la grande r\u00e9gion de Montr\u00e9al\n <\/td>		\n RRTM- GAR et institutions scolaires\n <\/td>\n https:\/\/papyrus.bib.umontreal.ca\/xmlui\/handle\/1866\/4948<\/a>\n <\/td>\n OUI\n <\/td>\n Sonia Goulet\n <\/td><\/tr>
\n 329<\/strong>\n <\/td>\n LA VALIDATION D’UNE TYPOLOGIE\n DES
\n CONCEPTIONS DES UNIVERSIT\u00c9S EN VUE
\n D’\u00c9VALUER LEUR PERFORMANCE\n <\/td>		\n RRTM- GAR et institutions\n scolaires\n <\/td>\n www.theses.ulaval.ca\/2011\/27956\/27956.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n Catherine Larouche\n <\/td><\/tr>
\n 330<\/strong>\n <\/td>\n Le travail de rapprochement
\n entre \u00e9conomie et \u00e9ducation:
\n analyse de quatre exp\u00e9riences de
\n formation en alternance\n <\/td>		\n RRTM- GAR et institutions scolaires\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=ES_007_0051<\/a>\n <\/td>\n OUI\n <\/td>\n  \n <\/td><\/tr>
\n 331<\/strong>\n <\/td>\n L’\u00e9cole \u00e0 la lumi\u00e8re de la\n sociologie des organisations\n <\/td>\n RRTM- GAR et institutions\n scolaires\n <\/td>\n http:\/\/hal.archives-ouvertes.fr\/halshs-00563855\/<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 332<\/strong>\n <\/td>\n r\u00e9formes \u00e9ducatives et strat\u00e9gies d’enseignement synth\u00e8se de\n reherche sur l’efficacit\u00e9 de l’enseignement et des \u00e9coles steve Bissonette\n <\/td>\n RRTM- GAR et institutions scolaires\n <\/td>\n www.theses.ulaval.ca\/2008\/25356\/25356.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n Steve Bissonnette\n <\/td><\/tr>
\n 333<\/strong>\n <\/td>\n resume_Dembele la gestion ax\u00e9e\n sur r\u00e9sultats au primaire\n <\/td>\n RRTM- GAR et institutions\n scolaires\n <\/td>\n http:\/\/www.fqrsc.gouv.qc.ca\/upload\/editeur\/resume_Dembele.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 334<\/strong>\n <\/td>\n Le \u00ab climat scolaire \u00bb : d\u00e9finition, effets et conditions\n d\u2019am\u00e9lioration.\n <\/td>\n RRTM- GAR et institutions scolaires\n <\/td>\n http:\/\/www.cafepedagogique.net\/lexpresso\/Documents\/docsjoints\/climat-sco…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 335<\/strong>\n <\/td>\n \u00c9tude des repr\u00e9sentations et\n des indices d\u2019op\u00e9rationnalisation
\n de l\u2019\u00e9cole communautaire au regard des approches et programmes
\n visant la collaboration \u00e9cole-famille-communaut\u00e9 mis en oeuvre au Qu\u00e9bec\n <\/td>		\n RRTM- GAR et institutions\n scolaires\n <\/td>\n http:\/\/www.criese.ca\/Recherches\/recherche_ec\/Item_I-d_EC_Rapport_09.pdf<\/a>\n <\/td>\n ND\n <\/td>\n Facult\u00e9 d\u2019\u00e9ducation, Universit\u00e9\n de Sherbrooke\n <\/td><\/tr>
\n 336<\/strong>\n <\/td>\n L’environnement scolaire, quels effets sur les aspirations\n individuelles: Le cas de l’entr\u00e9e dans l’enseignement sup\u00e9rieur.\n <\/td>\n RRTM- GAR et institutions scolaires\n <\/td>\n http:\/\/tel.archives-ouvertes.fr\/tel-00260955\/<\/a>\n <\/td>\n OUI\n <\/td>\n Nadia Nakhili\n <\/td><\/tr>
\n 337<\/strong>\n <\/td>\n ANALYSE DESCRIPTIVE DES PLANS\n STRAT\u00c9GIQUES DES COMMISSIONS SCOLAIRES DU QU\u00c9BEC\n <\/td>\n RRTM- GAR et politiques\n \u00e9ducatives\n <\/td>\n http:\/\/collections.banq.qc.ca\/ark:\/52327\/bs1926580<\/a>\n <\/td>\n ND\n <\/td>\n MELS\n <\/td><\/tr>
\n 338<\/strong>\n <\/td>\n LES POLITIQUES D’\u00c9DUCATION ET DE FORMATION (1989-2002)\n <\/td>\n RRTM- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/www.cairn.info\/resume.php?ID_ARTICLE=CDLE_015_0160<\/a>\n <\/td>\n OUI\n <\/td>\n Universit\u00e9 de Picardie\n <\/td><\/tr>
\n 339<\/strong>\n <\/td>\n PEPG06-02-PetersonLlaudet On\n the Public-Private School Achievement Debate\n <\/td>\n RRTM- GAR et politiques\n \u00e9ducatives\n <\/td>\n http:\/\/papers.ssrn.com\/sol3\/papers.cfm?abstract_id=902389<\/a>\n <\/td>\n ND\n <\/td>\n Harvard Kennedy school\n <\/td><\/tr>
\n 340<\/strong>\n <\/td>\n Pourquoi\n et comment r\u00e9guler le march\u00e9 scolaire\n <\/td>\n RRTM- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/hal.archives-ouvertes.fr\/halshs-00563862\/<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 341<\/strong>\n <\/td>\n Essaie sur la qualit\u00e9 de l’\u00e9ducation et la\n croissance \u00e9conomique\n <\/td>\n RRTM- GAR et politiques\n \u00e9ducatives\n <\/td>\n http:\/\/hal.archives-ouvertes.fr\/halshs-00563862\/<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 342<\/strong>\n <\/td>\n effets_LAP sur la qualit\u00e9 des services et sur la gestion des\n minist\u00e8res et institutions\n <\/td>\n RRTM- GAR et politiques publiques\n <\/td>\n Pas trouv\u00e9\n <\/td>\n  \n <\/td>\n  \n <\/td><\/tr>
\n 343<\/strong>\n <\/td>\n POUR UNE GESTION DE LA\n BIODIVERSIT\u00c9
\n AX\u00c9E SUR LES R\u00c9SULTATS\n <\/td>		\n RRTM- GAR et politiques\n publiques\n <\/td>\n https:\/\/www.usherbrooke.ca\/environnement\/fileadmin\/sites\/environnement\/documents\/Essais2009\/Touzin_C_27-06-09.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 344<\/strong>\n <\/td>\n L’IMPACT DE LA LOI SUR L’ ADMINISTRATION PUBLIQUE
\n SUR LE CONTR\u00d4LE PARLEMENTAIRE\n <\/td>		\n RRTM- GAR et politiques publiques\n <\/td>\n www.theses.ulaval.ca\/2009\/25948\/25948.pdf\u200e<\/a>\n <\/td>\n OUI\n <\/td>\n Marie-Christine Gilbert\n <\/td><\/tr>
\n 345<\/strong>\n <\/td>\n LES UNIVERSIT\u00c9S AU TEMPS DE LA\n MONDIALISATIOIN
\n ET DE LA COMP\u00c9TITION POUR L\u2019EXCELLENCE\n <\/td>		\n AC- GAR et institutions\n scolaires\n <\/td>\n http:\/\/www2.univ-paris8.fr\/colloque-mai\/programmecolloquemondialisation.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 346<\/strong>\n <\/td>\n Mesure de la r\u00e9ussite et r\u00e9edition de compte en Education\n Actes_colloque_ACFAS_2006[1]\n <\/td>\n AC- GAR et politiques \u00e9ducatives\n <\/td>\n http:\/\/www.mels.gouv.qc.ca\/stat\/Colloques\/Actes_colloque_ACFAS_2006.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 347<\/strong>\n <\/td>\n Une initiative de gestion des\n connaissances dans le contexte de la fonction publique au Qu\u00e9bec Le processus\n de cr\u00e9ation et d\u2019exploitation des fiches de dossiers strat\u00e9giques au MTQ\n <\/td>\n AC- GAR et politiques publiques\n <\/td>\n http:\/\/www.strategie-aims.com\/events\/conferences\/11-xiieme-conference-de…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 348<\/strong>\n <\/td>\n  \n <\/td>\n  \n <\/td>\n  \n <\/td>\n  \n <\/td>\n  \n <\/td><\/tr>
\n 349<\/strong>\n <\/td>\n La Strat\u00e9gie ontarienne\n d\u2019\u00e9quit\u00e9 et d\u2019\u00e9ducation inclusive\n <\/td>\n DO- Autres pays\n <\/td>\n http:\/\/www.edu.gov.on.ca\/fre\/policyfunding\/EquiteEnBref.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 350<\/strong>\n <\/td>\n GERER NOS ECOLES AUJOURD\u2019HUI: GUIDE PRATIQUE SUR LA GOUVERNANCE\n PARTICIPATIVE DES ECOLES. Un manuel de formation et de plaidoyer\n <\/td>\n DO- Autres pays\n <\/td>\n http:\/\/www.pamoja-west-africa.org\/francais\/Documents\/Manualgs.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 351<\/strong>\n <\/td>\n Int\u00e9grer la gestion des\n performances \u00e0 gestion financi\u00e8re.Ocepdf\n <\/td>\n DO- Organisations\n internationales\n <\/td>\n http:\/\/www.oecd.org\/fr\/gov\/budgetisation\/33657551.pdf#page=8<\/a>\n <\/td>\n OUI\n <\/td>\n OCDE\n <\/td><\/tr>
\n 352<\/strong>\n <\/td>\n La GRD \u2013 Des principes \u00e0 l\u2019action : Document de r\u00e9f\u00e9rence sur\n les bonnes pratiques \u00e9mergentes\n <\/td>\n DO- Organisations internationales\n <\/td>\n http:\/\/www.mfdr.org\/sourcebook\/Versions\/MfDRSourcebookFrenchFeb2006.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 353<\/strong>\n <\/td>\n Approche de la programmation,\n de la gestion et du suivi
\n ax\u00e9s sur les r\u00e9sultats (GAR\/RBM) telle qu\u2019elle est appliqu\u00e9e \u00e0
\n l\u2019UNESCO
\n Principes directeurs\n <\/td>		\n DO- Organisations\n internationales\n <\/td>\n http:\/\/unesdoc.unesco.org\/images\/0017\/001775\/177568F.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 354<\/strong>\n <\/td>\n Renforcer les incitations \u00e0 une meilleure performance du syst\u00e8me\n \u00e9ducatif OCDE\n <\/td>\n DO- Organisations internationales\n <\/td>\n http:\/\/www.oecd-ilibrary.org\/economics\/renforcer-les-incitations-a-une-meilleure-performance-du-systeme-educatif-en-france_127136850821<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 355<\/strong>\n <\/td>\n QUALIT\u00c9 DE L\u2019\u00c9DUCATION
\n UN ENJEU POUR TOUS\n <\/td>		\n DO- Organisations\n internationales\n <\/td>\n http:\/\/www.confemen.org\/wp-content\/uploads\/2012\/01\/DRO-SUR-LA-QUALITE-DE-L-EDUCATION.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 356<\/strong>\n <\/td>\n Le r\u00f4le crucial
\n des enseignants
\n Politiques d’\u00e9ducation et de formation
\n ATTIRER, FORMER ET RETENIR
\n DES ENSEIGNANTS DE QUALIT\u00c9\n <\/td>		\n DO- Organisations internationales\n <\/td>\n http:\/\/www.oecd.org\/fr\/edu\/scolaire\/34990974.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9ditions OCDE\n <\/td><\/tr>
\n 357<\/strong>\n <\/td>\n Vers les soci\u00e9t\u00e9s du savoir\n <\/td>\n DO- Organisations\n internationales\n <\/td>\n http:\/\/unesdoc.unesco.org\/images\/0014\/001419\/141907f.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n UNESCO\n <\/td><\/tr>
\n 358<\/strong>\n <\/td>\n AVIS AU MINISTRE DE L\u2019\u00c9DUCATION
\n SUR LE PROJET DE LOI 124
\n Loi modifiant la Loi sur le Conseil sup\u00e9rieur de l\u2019\u00e9ducation
\n et la Loi sur l\u2019instruction publique\n <\/td>		\n DO- Qu\u00e9bec\n <\/td>\n http:\/\/www.cse.gouv.qc.ca\/fichiers\/documents\/publications\/Avis_124.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 359<\/strong>\n <\/td>\n L’\u00c9CONOMIE DU SAVOIR
\n AU QU\u00c9BEC\n <\/td>		\n DO- Qu\u00e9bec\n <\/td>\n http:\/\/www.mdeie.gouv.qc.ca\/fileadmin\/contenu\/publications\/etudes_statistiques\/innovation\/economie_savoir.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 360<\/strong>\n <\/td>\n la convention de partenariat outil d’un nouveau mode de\n gouvernance\n <\/td>\n DO- Qu\u00e9bec\n <\/td>\n http:\/\/www.mels.gouv.qc.ca\/sections\/publications\/publications\/BSM\/ConvPartenariat_GuideImplantation.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n Gouvernement du Qu\u00e9bec\n <\/td><\/tr>
\n 361<\/strong>\n <\/td>\n plan strat\u00e9gique 2005 – 2008\n <\/td>\n DO- Qu\u00e9bec\n <\/td>\n http:\/\/www.iccs-ciec.ca\/administration\/ckeditor\/ckfinder\/userfiles\/files\/plan-stragegique-fr.pdf<\/a>\n <\/td>\n ND\n <\/td>\n Gouvernement du Qu\u00e9bec\n <\/td><\/tr>
\n 362<\/strong>\n <\/td>\n AGIR POUR RENFORCER LA D\u00c9MOCRATIE SCOLAIRE\n <\/td>\n DO- Qu\u00e9bec\n <\/td>\n http:\/\/www.cse.gouv.qc.ca\/fichiers\/documents\/publications\/CEBE\/50-0184.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n CSE\n <\/td><\/tr>
\n 363<\/strong>\n <\/td>\n Guide de gestion ax\u00e9e sur les\n \u00e9sultats Financ\u00e9 par Patrimoine canadien \u2013 r\u00e9gion de l\u2019Ontario\n <\/td>\n GMO- Autres pays\n <\/td>\n www.servicevolontaire.org<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 364<\/strong>\n <\/td>\n Application des principes de
\n gestion ax\u00e9e sur les r\u00e9sultats
\n dans la conception
\n des projets de PUCD\n <\/td>		\n GMO- Autres pays\n <\/td>\n http:\/\/ks25082.kimsufi.com\/Record.htm?idlist=1&record=19143948124919611209<\/a>\n <\/td>\n ND\n <\/td>\n Association des univ ersit\u00e9s et coll\u00e8ges du Canada\n <\/td><\/tr>
\n 365<\/strong>\n <\/td>\n La \u00ab modernisation \u00bb de\n l’\u00c9ducation nationale et le partenariat\n <\/td>\n GMO- Autres pays\n <\/td>\n http:\/\/www2.cndp.fr\/revueVEI\/85\/04906711.htm<\/a>\n <\/td>\n OUI\n <\/td>\n CNDP – Librairie \/ Revues\n <\/td><\/tr>
\n 366<\/strong>\n <\/td>\n CAPACIT\u00c9S ET D\u00c9VELOPPEMENT DES CAPACIT\u00c9S
\n QUELQUES STRAT\u00c9GIES \n <\/td>		\n GMO- Organisations internationales\n <\/td>\n http:\/\/www.sifee.org\/Actes\/synthese_EE_2009\/Contenu_Formation\/D_Enjeux_Transversaux_02\/002_Renforcement_des_Capacites\/005_StrategiesF.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 367<\/strong>\n <\/td>\n LA GESTION AXEE SUR LES\n RESULTATS de quoi s’agit il\n <\/td>\n GMO- Organisations\n internationales\n <\/td>\n http:\/\/www.cota.be\/?wpfb_dl=18<\/a>\n <\/td>\n Creative commons\n <\/td>\n Creative commons\n <\/td><\/tr>
\n 368<\/strong>\n <\/td>\n OECD REVIEWS OF EVALUATION AND ASSESSMENT IN EDUCATION: SWEDEN\n <\/td>\n GMO- Organisations internationales\n <\/td>\n www.oecd.org\/sweden\/47169533.pdf\u200e<\/a>\n <\/td>\n OUI\n <\/td>\n OCDE\n <\/td><\/tr>
\n 369<\/strong>\n <\/td>\n Prospective strat\u00e9gique UNESCO\n <\/td>\n GMO- Organisations\n internationales\n <\/td>\n http:\/\/www.laprospective.fr\/dyn\/traductions\/contents\/findunod-godet-durance-ext-vfr.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n Dunod\n <\/td><\/tr>
\n 370<\/strong>\n <\/td>\n La GRD \u2013 Des principes \u00e0 l\u2019action : Document de r\u00e9f\u00e9rence sur\n les bonnes pratiques \u00e9mergentes\n <\/td>\n GMO- Organisations internationales\n <\/td>\n http:\/\/www.mfdr.org\/sourcebook\/Versions\/MfDRSourcebookFrenchFeb2006.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 371<\/strong>\n <\/td>\n POUR UNE NOUVELLE
\n DYNAMIQUE DE LA GESTION
\n SCOLAIRE\n <\/td>		\n GMO- Organisations\n internationales\n <\/td>\n http:\/\/www.confemen.org\/wp-content\/uploads\/2012\/08\/DYNAMIQUE.pdf<\/a>\n <\/td>\n ND\n <\/td>\n COFEMEN\n <\/td><\/tr>
\n 372<\/strong>\n <\/td>\n Guide sur la convention de performance\n <\/td>\n GMO- Qu\u00e9bec\n <\/td>\n http:\/\/www.tresor.gouv.qc.ca\/fileadmin\/PDF\/publications\/guide_performance.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 373<\/strong>\n <\/td>\n MODIFICATIONS \u00c0 LA  LOI SUR L\u2019INSTRUCTION PUBLIQUE\n <\/td>\n GMO- Qu\u00e9bec\n <\/td>\n http:\/\/www.sermoulins.com\/Publications\/vie-syndicale-lip-guide-syndical-loi-88.pdf<\/a>\n <\/td>\n ND\n <\/td>\n CSQ\n <\/td><\/tr>
\n 374<\/strong>\n <\/td>\n LE PROJET \u00c9DUCATIF, LE PLAN DE R\u00c9USSITE
\n ET LA CONVENTION DE GESTION ET DE R\u00c9USSITE \u00c9DUCATIVE
\n Formation destin\u00e9e aux parents\n <\/td>		\n GMO- Qu\u00e9bec\n <\/td>\n http:\/\/www.cscapitale.qc.ca\/parents-eleves\/documents\/Presentation_aux_pa…<\/a>\n <\/td>\n ND\n <\/td>\n Commission scolaire de la capitale\n <\/td><\/tr>
\n 375<\/strong>\n <\/td>\n PLAN DE R\u00c9USSITE ET CONVENTION\n DE GESTION ET DE R\u00c9USSITE \u00c9DUCATIVE
\n \u00c9COLE SECONDAIRE ANN\u00c9E SCOLAIRE 2011-2012- Des pionniers \/ Pavillon\n Laure-Gaudreault\n <\/td>		\n GMO- Qu\u00e9bec (convention gestion\n et r\u00e9ussite)\n <\/td>\n http:\/\/www.csdecou.qc.ca\/lespionniers\/files\/2012\/10\/Convention-de-gestion-au-secondaire-VF-approuv%C3%A9e.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 376<\/strong>\n <\/td>\n Commission scolaire de la Capitale- Guide aux parents 2011-2012\n <\/td>\n GMO- Qu\u00e9bec (convention gestion et r\u00e9ussite)\n <\/td>\n http:\/\/www.cscapitale.qc.ca\/documents\/GuideParents_2011-2012-4VF.pdf<\/a>\n <\/td>\n  \n <\/td>\n  \n <\/td><\/tr>
\n 377<\/strong>\n <\/td>\n \u00c9cole secondaire les compagnons\n de quartier: Projet \u00e9ducatif en bref\n <\/td>\n GMO- Qu\u00e9bec (convention gestion\n et r\u00e9ussite)\n <\/td>\n en r\u00e9vision\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 378<\/strong>\n <\/td>\n Projet \u00e9ducatif 2011-2016 \u00c9cole secondaire Rochebelle.\n <\/td>\n GMO- Qu\u00e9bec (convention gestion et r\u00e9ussite)\n <\/td>\n http:\/\/www.csdecou.qc.ca\/ecolesecondairerochebelle\/ecole\/projet-educatif\/<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 379<\/strong>\n <\/td>\n Projet \u00e9ducatif 2010-2015 :\n \u00c9cole des Pionniers\n <\/td>\n GMO- Qu\u00e9bec (convention gestion\n et r\u00e9ussite)\n <\/td>\n http:\/\/www.csdecou.qc.ca\/lespionniers\/files\/2012\/10\/Projet-%C3%A9ducatif-2010-2015.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 380<\/strong>\n <\/td>\n Projet \u00e9ducatif 2008-2012 : L\u2018\u00c9cole secondaire
\n Polyvalente de L\u2019Ancienne-Lorette\n <\/td>		\n GMO- Qu\u00e9bec (convention gestion et r\u00e9ussite)\n <\/td>\n http:\/\/www.csdecou.qc.ca\/polyvalenteanciennelorette\/projet-educatif\/<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 381<\/strong>\n <\/td>\n PLAN DE R\u00c9USSITE et CONVENTION\n DE GESTION ET DE R\u00c9USSITE \u00c9DUCATIVE \u00c9cole Hamelin\n <\/td>\n GMO- Qu\u00e9bec (convention gestion\n et r\u00e9ussite)\n <\/td>\n http:\/\/www.csdessommets.qc.ca\/MyScriptorWeb\/scripto.asp?resultat=868939<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 382<\/strong>\n <\/td>\n \u00c9cole secondaire Donnacona
\n Projet \u00e9ducatif
\n 2008-2012\n <\/td>		\n GMO- Qu\u00e9bec (convention gestion et r\u00e9ussite)\n <\/td>\n http:\/\/www.csportneuf.qc.ca\/esdo\/docum\/esd_pe.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 383<\/strong>\n <\/td>\n \u00c9cole secondaire de la\n Seignerie: PROJET \u00c9DUCATIF
\n 2008-2011\n <\/td>		\n GMO- Qu\u00e9bec (convention gestion\n et r\u00e9ussite)\n <\/td>\n http:\/\/www.delaseigneurie-csdps.ca\/documents\/pdf\/Projet_educatif_2008-2011.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 384<\/strong>\n <\/td>\n \u00c9cole Mont St-Anne: Le projet \u00e9ducatif\n <\/td>\n GMO- Qu\u00e9bec (convention gestion et r\u00e9ussite)\n <\/td>\n http:\/\/www.montsainteanne-csdps.ca\/_page\/projet-educatif-fr.php<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 385<\/strong>\n <\/td>\n \u00c9cole secondaire Vanier
\n Le projet \u00e9ducatif\n <\/td>		\n GMO- Qu\u00e9bec (convention gestion\n et r\u00e9ussite)\n <\/td>\n http:\/\/recit.cscapitale.qc.ca\/~esvanier\/notre-ecole\/le-projet-educatif\/<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9cole Secondaire Vanier \n <\/td><\/tr>
\n 386<\/strong>\n <\/td>\n \u00c9cole secondaire de Neufch\u00e2tel: Le projet \u00e9ducatif\n <\/td>\n GMO- Qu\u00e9bec (convention gestion et r\u00e9ussite)\n <\/td>\n http:\/\/www.cscapitale.qc.ca\/neufchatel\/projet_educatif.shtml<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9cole secondaire de Neufch\u00e2tel\n <\/td><\/tr>
\n 387<\/strong>\n <\/td>\n Plan strat\u00e9gique
\n 2009-2014
\n Analyse de l\u2019environnement
\n externe et interne\n <\/td>		\n GMO- Qu\u00e9bec (convention gestion\n et r\u00e9ussite)\n <\/td>\n http:\/\/www.fcsq.qc.ca\/fileadmin\/medias\/PDF\/Planification-Strategique\/environnement_int_ext.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 388<\/strong>\n <\/td>\n \u00c9cole secondaire Boudreau: PLAN DE R\u00c9USSITE 2010-2011\n <\/td>\n GMO- Qu\u00e9bec (convention gestion et r\u00e9ussite)\n <\/td>\n http:\/\/www.cscapitale.qc.ca\/publications\/documents\/RA_CE_2009-2010_Boudreau.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 389<\/strong>\n <\/td>\n Polyvalent de charlebourg : le\n Projet_educatif\n <\/td>\n GMO- Qu\u00e9bec (convention gestion\n et r\u00e9ussite)\n <\/td>\n http:\/\/polyvalentedecharlesbourg.csdps.qc.ca\/notre_ecole\/projet_educatif\/Projet_educatif.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 390<\/strong>\n <\/td>\n Polyvalent de charlebourg: Projet \u00e9ducatif \/ Plan de r\u00e9ussite
\n 2009 – 2010\n <\/td>		\n GMO- Qu\u00e9bec (convention gestion et r\u00e9ussite)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 391<\/strong>\n <\/td>\n Projet \u00e9ducatif et plan de\n r\u00e9ussite \u00c9cole secondaire Louis-Jobin\n <\/td>\n GMO- Qu\u00e9bec (convention gestion\n et r\u00e9ussite)\n <\/td>\n http:\/\/www.csportneuf.qc.ca\/cspi\/etablissements\/E_secondaires\/eslj\/documents\/Projet%20%C3%A9ducatif%20et%20plan%20de%20r%C3%A9ussite%20actualis%C3%A9%2010-11.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 392<\/strong>\n <\/td>\n PROJET \u00c9DUCATIF 2012 – 2017 – \u00c9cole secondaire\n Joseph-Francois-Perrault\n <\/td>\n GMO- Qu\u00e9bec (convention gestion et r\u00e9ussite)\n <\/td>\n http:\/\/www.cscapitale.qc.ca\/jfperrault\/documents\/plan_reussite_23_avril2012.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 393<\/strong>\n <\/td>\n Projet \u00e9ducatif Roger Comtois\n 2011-2016\n <\/td>\n GMO- Qu\u00e9bec (convention gestion\n et r\u00e9ussite)\n <\/td>\n http:\/\/www.cscapitale.qc.ca\/rcomtois\/projet_educatif\/Projet%20%C3%A9ducatif%202011-2016.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 394<\/strong>\n <\/td>\n Projet \u00e9ducatif \u00e9cole secondaire Saint-Pierre et des sentiers\n <\/td>\n GMO- Qu\u00e9bec (convention gestion et r\u00e9ussite)\n <\/td>\n http:\/\/www.sentiers.csdps.qc.ca\/index.php?id=1773<\/a>\n <\/td>\n OUI\n <\/td>\n C.S. des Premi\u00e8res-Seigneuries \n <\/td><\/tr>
\n 395<\/strong>\n <\/td>\n projet \u00c9ducatif 2009-2012 \u00c9cole\n secondaire Cardinal Roy\n <\/td>\n GMO- Qu\u00e9bec (convention gestion\n et r\u00e9ussite)\n <\/td>\n http:\/\/recit.cscapitale.qc.ca\/~cardinalroy\/projet-educatif.php<\/a>\n <\/td>\n OUI\n <\/td>\n  \u00c9cole Cardinal-Roy\n <\/td><\/tr>
\n 396<\/strong>\n <\/td>\n Projet \u00e9ducatif \u00c9cole secondaire l’Odys\u00e9e\n <\/td>\n GMO- Qu\u00e9bec (convention gestion et r\u00e9ussite)\n <\/td>\n http:\/\/www.csrsaguenay.qc.ca\/odyssee\/medias\/odyssee\/fichiers\/projet_educatif_2012-2013.pdf<\/a>\n <\/td>\n ND\n <\/td>\n Commission scolaire des rives du Saguenay\n <\/td><\/tr>
\n 397<\/strong>\n <\/td>\n LES ORIENTATIONS 2007-2012
\n ET LE PLAN DE R\u00c9USSITE DE L\u2019\u00c9COLE INSTITUTIONNELLE
\n JACQUES-CARTIER-SAINT-DENYS-GARNEAU\n <\/td>		\n GMO- Qu\u00e9bec (convention gestion\n et r\u00e9ussite)\n <\/td>\n www.recit.cscapitale.qc.ca\/jcartierSDG\/IMG\/doc\/projet_educatif_08-12.doc\u200e<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 398<\/strong>\n <\/td>\n \u00c9cole secondaire La Camaradi\u00e8re Projet \u00c9ducatif 2009-2011\n <\/td>\n GMO- Qu\u00e9bec (convention gestion et r\u00e9ussite)\n <\/td>\n http:\/\/www.cscapitale.qc.ca\/camaradiere\/telechargement\/Projet%20%C3%A9ducatif%2008-11-%20version%20finale%202009-2010.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 399<\/strong>\n <\/td>\n Projet \u00e9ducatif-Plan r\u00e9ussite –\n \u00c9cole Samuel-De Champlain\n <\/td>\n GMO- Qu\u00e9bec (convention gestion\n et r\u00e9ussite)\n <\/td>\n http:\/\/www.samueldechamplain.csdps.qc.ca\/pages\/plan-reussite.htm<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 400<\/strong>\n <\/td>\n Convention de gestion et de r\u00e9ussite \u00e9ducative 2010-2011 entre\n la Commission scolaire des Draveurs
\n et l\u2019\u00e9cole des C\u00e9pages\n <\/td>		\n GMO- Qu\u00e9bec (Plan de r\u00e9ussite et de diplomation)\n <\/td>\n http:\/\/sites.csdraveurs.qc.ca\/cepages\/pdf\/general\/Convention_de_gestion_et_reussite.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 401<\/strong>\n <\/td>\n Convention de gestion et\n r\u00e9ussite \u00e9ducative en lien avec la convention de partenariat 2010-2015\n <\/td>\n GMO- Qu\u00e9bec (Plan de r\u00e9ussite\n et de diplomation)\n <\/td>\n http:\/\/saintemarie.csp.qc.ca\/files\/2012\/10\/Convention-de-gestion-2010-2015.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 402<\/strong>\n <\/td>\n Projet de convention de gestion et r\u00e9ussite \u00e9ducative 2010-2011\n entre la commission scolaire des rives du Saguenay et l’\u00e9coe secondaire\n l’Odys\u00e9e Lafontaine\/Dominique-Racine\n <\/td>\n GMO- Qu\u00e9bec (Plan de r\u00e9ussite et de diplomation)\n <\/td>\n http:\/\/www.csrsaguenay.qc.ca\/odyssee\/medias\/odyssee\/fichiers\/projet_educatif_2012-2013.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 403<\/strong>\n <\/td>\n \u00c9COLE ALTERNATIVE DU RELAIS
\n CONVENTION DE GESTION DE LA R\u00c9USSITE \u00c9DUCATIVE
\n 2010-2011\n <\/td>		\n GMO- Qu\u00e9bec (Plan de r\u00e9ussite\n et de diplomation)\n <\/td>\n http:\/\/www.csportneuf.qc.ca\/esre\/ecole\/Documents\/reussite.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 404<\/strong>\n <\/td>\n Convention de gestion et de r\u00e9ussite \u00e9ducative Roger Comtois\n 2011-2012 \u00c9coles secondaires 1er et 2e cycle\n <\/td>\n GMO- Qu\u00e9bec (Plan de r\u00e9ussite et de diplomation)\n <\/td>\n http:\/\/www.cscapitale.qc.ca\/rcomtois\/projet_educatif\/Convention%20de%20gestion%20et%20de%20r%C3%A9ussite%202011-2012.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 405<\/strong>\n <\/td>\n Convention de gestion et de\n r\u00e9ussite \u00e9ducative Roger Comtois 2012-2013 \u00c9coles secondaires 1er et 2e cycle\n <\/td>\n GMO- Qu\u00e9bec (Plan de r\u00e9ussite\n et de diplomation)\n <\/td>\n http:\/\/www.cscapitale.qc.ca\/rcomtois\/projet_educatif\/Projet%20%C3%A9ducatif%202011-2016.pdf<\/a>\n <\/td>\n  \n <\/td>\n  \n <\/td><\/tr>
\n 406<\/strong>\n <\/td>\n La strat\u00e9gie d\u2019intervention
\n Agir autrement
\n La d\u00e9marche de planification
\n d\u2019une \u00e9cole primaire\n <\/td>		\n GMO- Qu\u00e9bec (Plan de r\u00e9ussite et de diplomation)\n <\/td>\n http:\/\/www.mels.gouv.qc.ca\/AgirAutrement\/DemarchePlanifPrimaireVersionLo…<\/a>\n <\/td>\n ND\n <\/td>\n MELS\n <\/td><\/tr>
\n 407<\/strong>\n <\/td>\n La strat\u00e9gie d\u2019intervention
\n Agir autrement
\n La d\u00e9marche de planification
\n d\u2019une \u00e9cole secondaire\n <\/td>		\n GMO- Qu\u00e9bec (Plan de r\u00e9ussite\n et de diplomation)\n <\/td>\n http:\/\/www.mels.gouv.qc.ca\/Agirautrement\/DemarchePlanifSecondaireVersionLongue_f.pdf<\/a>\n <\/td>\n ND\n <\/td>\n MELS\n <\/td><\/tr>
\n 408<\/strong>\n <\/td>\n Le projet \u00e9ducatif
\n et le plan de r\u00e9ussite
\n Tracer la route de la r\u00e9ussite\n <\/td>		\n GMO- Qu\u00e9bec (Plan de r\u00e9ussite et de diplomation)\n <\/td>\n http:\/\/www.fcpq.qc.ca\/data\/userfiles\/files\/formation\/Francais\/f07_projet_%C3%A9du_plan_reussite_fr.pdf<\/a>\n <\/td>\n  \n <\/td>\n F\u00e9d\u00e9ration des comit\u00e9s de parents du Qu\u00e9bec\n <\/td><\/tr>
\n 409<\/strong>\n <\/td>\n Lancement de la Planification\n strat\u00e9gique 2008-2012
\n Mot de la directrice g\u00e9n\u00e9rale
\n Madame Joanne Plourde\n <\/td>		\n GMO- Qu\u00e9bec (Plan de r\u00e9ussite\n et de diplomation)\n <\/td>\n http:\/\/web.csdn.qc.ca\/sites\/default\/files\/MotJoannePlourdePlanif.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 410<\/strong>\n <\/td>\n Lancement de la Planification strat\u00e9gique 2008-2012
\n Mot du pr\u00e9sident du conseil des commissaires
\n Monsieur L\u00e9opold Castonguay\n <\/td>		\n GMO- Qu\u00e9bec (Plan de r\u00e9ussite et de diplomation)\n <\/td>\n http:\/\/web.csdn.qc.ca\/sites\/default\/files\/MotPresidentlancement.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 411<\/strong>\n <\/td>\n Commission scolaire des\n Navigateurs: PERSEVERANCE SCOLAIRE – Hissons nos voiles vers la r\u00e9ussite\n <\/td>\n GMO- Qu\u00e9bec (Plan de r\u00e9ussite\n et de diplomation)\n <\/td>\n http:\/\/web.csdn.qc.ca\/sites\/default\/files\/PerseveranceScolaire.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 412<\/strong>\n <\/td>\n Le plan de r\u00e9ussite pour une \u00e9cole primaire\n <\/td>\n GMO- Qu\u00e9bec (Plan de r\u00e9ussite et de diplomation)\n <\/td>\n http:\/\/www.mels.gouv.qc.ca\/publications\/plan_reussite\/primaire_f.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 413<\/strong>\n <\/td>\n Le plan de r\u00e9ussite pour une\n \u00e9cole secondaire\n <\/td>\n GMO- Qu\u00e9bec (Plan de r\u00e9ussite\n et de diplomation)\n <\/td>\n http:\/\/www.mels.gouv.qc.ca\/publications\/plan_reussite\/secondaire_f.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 414<\/strong>\n <\/td>\n Plan strat\u00e9gique 2010-2015 Commission scolaire Charlevoix\n <\/td>\n GMO- Qu\u00e9bec (Plan de r\u00e9ussite et de diplomation)\n <\/td>\n http:\/\/www.cscharlevoix.qc.ca\/index.php?id=21<\/a>\n <\/td>\n ND\n <\/td>\n COMMISSION SCOLAIRE DE CHARLEVOIX\n <\/td><\/tr>
\n 415<\/strong>\n <\/td>\n plan strat\u00e9gique 2008-2013 de
\n la Commission scolaire de la C\u00f4te-du-Sud\n <\/td>		\n GMO- Qu\u00e9bec (Plan de r\u00e9ussite\n et de diplomation)\n <\/td>\n http:\/\/www.cscotesud.qc.ca\/component\/content\/article\/112-planstrategique\/143-planstrategique.html<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 416<\/strong>\n <\/td>\n plan strat\u00e9gique 2007-2012 de
\n la Commission scolaire de la Beauce-etChemin\n <\/td>		\n GMO- Qu\u00e9bec (Plan de r\u00e9ussite et de diplomation)\n <\/td>\n https:\/\/www.csbe.qc.ca\/csbe\/org_adm\/copa\/4_10.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 417<\/strong>\n <\/td>\n Plan strat\u00e9gique 2007-2011 de\n la Commission scolaire des
\n Premi\u00e8res-Seigneuries \n <\/td>		\n GMO- Qu\u00e9bec (Plan de r\u00e9ussite\n et de diplomation)\n <\/td>\n http:\/\/www.csdps.qc.ca\/fileadmin\/user_upload\/Organisation_et_services\/Organisation\/Plan_Strategique\/Plan_strategique_versioncomplete.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 418<\/strong>\n <\/td>\n Plan strat\u00e9gique 2009-2014 de la Commission scolaire des\n Appalaches\n <\/td>\n GMO- Qu\u00e9bec (Plan de r\u00e9ussite et de diplomation)\n <\/td>\n http:\/\/www.csappalaches.qc.ca\/download\/planif\/planstra.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 419<\/strong>\n <\/td>\n MINISTERE DE L\u2019EDUCATION\n NATIONALE ET DE
\n L\u2019ENSEIGNEMENT SUPERIEUR
\n SESSION DE FORMATION \u2013 Module 3
\n LA GESTION AXEE
\n SUR LES RESULTATS\n <\/td>		\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.education.gov.dj\/divers\/GAR.pdf<\/a>\n <\/td>\n ND\n <\/td>\n Idea consult\n <\/td><\/tr>
\n 420<\/strong>\n <\/td>\n document d’orientation L’\u00e9valuation institutionnelle\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.ceec.gouv.qc.ca\/publications\/ORIENTATION-DOC\/EvaluationInstitutionnelle.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n Gouvernement du Qu\u00e9bec (CEEC)\n <\/td><\/tr>
\n 421<\/strong>\n <\/td>\n Le guide sur la carte\n strat\u00e9gique\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.tresor.gouv.qc.ca\/fileadmin\/PDF\/publications\/Guide_sur_la_carte_strategique_-_2008.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n Gouvernement du Qu\u00e9bec (Conseil\n du tr\u00e9sor)\n <\/td><\/tr>
\n 422<\/strong>\n <\/td>\n Guide sur la gestion ax\u00e9e sur les r\u00e9sultats\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.tresor.gouv.qc.ca\/fileadmin\/PDF\/publications\/guide_gest-axee-resultat_02.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n Gouvernement du Qu\u00e9bec (Conseil du tr\u00e9sor)\n <\/td><\/tr>
\n 423<\/strong>\n <\/td>\n Application des principes de
\n gestion ax\u00e9e sur les r\u00e9sultats
\n dans la conception
\n des projets de PUCD\n <\/td>		\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/ks25082.kimsufi.com\/Record.htm?record=19143948124919611209<\/a>\n <\/td>\n ND\n <\/td>\n Association des univ ersit\u00e9s et\n coll\u00e8ges du Canada\n <\/td><\/tr>
\n 424<\/strong>\n <\/td>\n La  convention de\n partenariat, outil d’un nouveau mode de gouvernance:  guide d’implantation\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.mels.gouv.qc.ca\/sections\/publications\/publications\/BSM\/ConvPartenariat_GuideImplantation.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n MELS\n <\/td><\/tr>
\n 425<\/strong>\n <\/td>\n Outil d’auto \u00e9valuation de la\n gestion ax\u00e9e sur les r\u00e9sultats\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/publications.gc.ca\/collections\/Collection\/BT22-88-2003F.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n Sa Majest\u00e9 la Reine du Chef du\n Canada,
\n repr\u00e9sent\u00e9e par la pr\u00e9sidente du Conseil du Tr\u00e9sor,\n <\/td><\/tr>
\n 426<\/strong>\n <\/td>\n STRAT\u00c9GIQUE
\n 2000-2003
\n D U M I N I S T \u00c8 R E D E L \u2019 \u00c9 D U C A T I O N  (Abr\u00e9g\u00e9)\n <\/td>		\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/collections.banq.qc.ca\/ark:\/52327\/bs16534<\/a>\n <\/td>\n OUI\n <\/td>\n MELS\n <\/td><\/tr>
\n 427<\/strong>\n <\/td>\n D\u00e9pliant strat\u00e9gique 2009-2014\n Commission scolaire Mont et Mar\u00e9es\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csmm.qc.ca\/csmm\/Accueil\/Nos%20publications\/Planification%20st…<\/a>\n <\/td>\n  \n <\/td>\n  \n <\/td><\/tr>
\n 428<\/strong>\n <\/td>\n plan strat\u00e9gique 2009-2014 commissions scolaires Phares\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csphares.qc.ca\/documents\/pdf\/plan_strategique\/Plan%20strategi…<\/a>\n <\/td>\n  \n <\/td>\n  \n <\/td><\/tr>
\n 429<\/strong>\n <\/td>\n Plan strat\u00e9gique 2008-2011\n Eastern schorEs school Board\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.essb.qc.ca\/plan\/essb_strategic_plan.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 430<\/strong>\n <\/td>\n Plan strat\u00e9gique 2009-2014 Commissions scolaires De la Jonqui\u00e8re\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csjonquiere.qc.ca\/fichiers\/fichiers\/plan_strategique___1083__…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 431<\/strong>\n <\/td>\n Plan strat\u00e9gique 2010-2015\n Commission scolaire Lac-St-Jean\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/php.cslsj.qc.ca\/cslsj\/donnees\/fichiers\/1\/plan-strat-long-internet…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 432<\/strong>\n <\/td>\n Plan strat\u00e9gique 2007-2012 Commission scolaire du\n pays-des-bleuets \n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.cspaysbleuets.qc.ca\/Portals\/0\/Documents\/Planification%20strat…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 433<\/strong>\n <\/td>\n Plan strat\u00e9gique 2007-2012\n Commission scolaire du pays-des-bleuets version abr\u00e9g\u00e9e\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.cspaysbleuets.qc.ca\/DotNetNuke\/Portals\/0\/Documents\/planifstra…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 434<\/strong>\n <\/td>\n Plan strat\u00e9gique 2010-2015 Commission scolaire des\n rives-du-Saguenay\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.crepas.qc.ca\/userfiles\/file\/PlanStrat_751_1.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 435<\/strong>\n <\/td>\n PLAN STRAT\u00c9GIQUE 2013-2017
\n DE LA COMMISSION SCOLAIRE
\n CENTRAL QU\u00c9BEC\n <\/td>		\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.cqsb.qc.ca\/Documents\/Francais\/Commission_scolaire\/2013-2017%2…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 436<\/strong>\n <\/td>\n Plan strat\u00e9gique 2009 \u2010 2013 de la Commission scolaire\n Central Qu\u00e9bec\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.cqsb.qc.ca\/Documents\/Anglais\/School%20Board\/CQSB%20Strategic%…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 437<\/strong>\n <\/td>\n Plan strat\u00e9gique 2012 – 2016 Une\n passion pour l\u2019\u00e9ducation! Commission scolaire Beauce-Etchemin\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n https:\/\/www.csbe.qc.ca\/csbe\/commission\/Plan_strat_version_2012_06_26_sit…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 438<\/strong>\n <\/td>\n Plan strat\u00e9gique 2010-2015 Commission scolaire de Charlevoix\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.cscharlevoix.qc.ca\/index.php?id=21<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 439<\/strong>\n <\/td>\n Plan strategique 2008-2011\n prolong\u00e9e 2013 Commission scolaire des d\u00e9couvreurs version abr\u00e9g\u00e9e\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csdecou.qc.ca\/wp-content\/uploads\/2012\/10\/plan_strategique0811…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 440<\/strong>\n <\/td>\n Plan strat\u00e9gique 2008-2012 Commission scolaire des Navigateurs\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/web.csdn.qc.ca\/sites\/default\/files\/brochureplanifstrat2008ff_vers…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 441<\/strong>\n <\/td>\n Plan strat\u00e9gique 2012_2016\n Commission scolaire de Portneuf\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csportneuf.qc.ca\/cspi\/publications\/Plan_strat%202012_2016%20A…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 442<\/strong>\n <\/td>\n Plan strat\u00e9gique 2012_2017 Commission scolaire des Premi\u00e8res\n Seigneuries\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csdps.qc.ca\/fileadmin\/user_upload\/accueil\/CSPS-Plan2012-2017-…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 443<\/strong>\n <\/td>\n Plan strat\u00e9gique 2010-2015\n abr\u00e9g\u00e9 commission scolaire des Bois-Francs\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csbf.qc.ca\/enseignement\/PlanificationStrategique.aspx<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 444<\/strong>\n <\/td>\n Plan strat\u00e9gique 2010-2015 commission scolaire des Bois-francs\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csbf.qc.ca\/enseignement\/PlanificationStrategique.aspx<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 445<\/strong>\n <\/td>\n Plan_strategique 2010-2015\n commission scolaire Chemin du roy\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csduroy.qc.ca\/docs\/i_sites\/csduroy\/64plan_strategique.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 446<\/strong>\n <\/td>\n Plan strat\u00e9gique 2010-2015 Commission scolaire Chemin du roy\n version interactive\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www2.csduroy.qc.ca\/planstrategique\/<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 447<\/strong>\n <\/td>\n Plan strat\u00e9 giqu\u00e9 2013-2018\n Commission scolaire des Ch\u00eanes\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csdeschenes.qc.ca\/etablissements\/plan-stra\/Plan_strategique_2…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 448<\/strong>\n <\/td>\n Plan-strategique-2008-2013-de-la-Commission-scolaire-de-l-Energie\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csenergie.qc.ca\/doc_uploads\/csenergie\/documents\/notre-organis…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 449<\/strong>\n <\/td>\n Plan strat\u00e9gique-2010-2015\n Commission scolaire Riveraine\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csriveraine.qc.ca\/MsScriptorWeb\/scripto.asp?resultat=63260<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 450<\/strong>\n <\/td>\n Plan strategique 2010-2015 Commission scolaire des Sommets\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csdessommets.qc.ca\/MyScriptorWeb\/scripto.asp?resultat=633877<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 451<\/strong>\n <\/td>\n Plan Strat\u00e9gique 2008 2013\n R\u00e9vis\u00e9 Juin 2010 COMMISSION SCOLAIRE EASTERN TOWNSHIPS\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.etsb.qc.ca\/media\/etsb_pdf.file\/fr-CA\/Plan%20Strat%C3%A9gique%…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 452<\/strong>\n <\/td>\n Plan strat\u00e9gique 2011-2015 Commission scolaire des Affluents\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csaffluents.qc.ca\/IMG\/swf\/plan_strategique.swf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 453<\/strong>\n <\/td>\n Plan strat\u00e9gique COMMISSION\n SCOLAIRE des Laurentides\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n Site internet en maintenance\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 454<\/strong>\n <\/td>\n Plan strat\u00e9gique 2010 2015 Commission scolaire Pierre Neveu\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.cspn.qc.ca\/pdf\/Plan%20strat%C3%A9gique%202010%202015_document…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 455<\/strong>\n <\/td>\n Synth\u00e8se plan strat\u00e9gique\n 2010-2015 Commission scolaire Pierre Neveu avec moyens.doc –\n PlanAction2010-2015.pdf\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.cspn.qc.ca\/pdf\/PlanAction2010-2015.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 456<\/strong>\n <\/td>\n PlanStrategique 2008-2015 Commission scolaire de la Rivi\u00e8re du\n nord\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csrdn.qc.ca\/documents\/PlanStrategique.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 457<\/strong>\n <\/td>\n Plan strat\u00e9gique 2011-2013\n Commission scolaire des Samares\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.cssamares.qc.ca\/site\/?page=rechercheTitre&titre=Planification…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 458<\/strong>\n <\/td>\n Plan strat\u00e9gique 2012-2017 Commission Scolaire Sir Wilfrid\n Laurier\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.swlauriersb.qc.ca\/?page=about\/strategicplan<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 459<\/strong>\n <\/td>\n Plan strat\u00e9gique 2009-2013\n Commission scolaire St-Hyacinthe\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.cssh.qc.ca\/SiteWeb2010\/Documents\/La%20Commission%20scolaire\/P…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 460<\/strong>\n <\/td>\n Plan strat\u00e9gique 2010-2015 Commission scolaire des Patriotes\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csp.qc.ca\/www\/rubriques\/plan-strategique\/2010-2015-CapReussit…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 461<\/strong>\n <\/td>\n Plan_strategique_2008-2013\n Commission scolaire des grandes-Seigneries\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csdgs.qc.ca\/public\/11f5b828-67f1-486f-8427-f44638959e4d\/mes_d…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 462<\/strong>\n <\/td>\n Plan_strategique_2008-2013 Commission scolaire des Hautes\n Rivi\u00e8res\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csdhr.qc.ca\/public\/1960e5c2-5d45-4d31-9b0b-503c4f8d4cb4\/servi…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 463<\/strong>\n <\/td>\n Plan strat\u00e9gique 2009-2013\n Commission scolaire Sorel tracy\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n erreur dans enregistrement\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 464<\/strong>\n <\/td>\n Plan strat\u00e9gique 2009_2014 Commission scolaire des trois-Lacs\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.cstrois-lacs.qc.ca\/images\/documents\/boite_outils\/depliant_200…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 465<\/strong>\n <\/td>\n Plan strat\u00e9gique 2010-2014\n Commission scolaire New frontier\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/nfsb.qc.ca\/sites\/all\/files\/stratplan_2010-2014.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 466<\/strong>\n <\/td>\n Strategic Plan 2010-2015 FR Commission scolaire Riverside\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.rsb.qc.ca\/public\/59e74f4a-c76f-4582-97d9-9136f5687bf1\/gouvern…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 467<\/strong>\n <\/td>\n Plan_Strategique 2012-2015\n Commission scolaire de Montr\u00e9al\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csdm.qc.ca\/CSDM\/MissionEnjeux\/PlanStrategique.aspx<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 468<\/strong>\n <\/td>\n PLAN STRAT\u00c9GIQUE 2009 – 2014 Commission scolaire  English montr\u00e9al\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.emsb.qc.ca\/emsb_fr\/pdf_fr\/governance_fr\/Plan-strategique-2009…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 469<\/strong>\n <\/td>\n Plan Strategique 2010-2015\n COMMISSION SCOLAIRE LesterBPearson\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.lbpsb.qc.ca\/content\/strategicplan\/PlanStrategique.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 470<\/strong>\n <\/td>\n Planification strat\u00e9gique 2012-2016 – Commission scolaire\n Draveurs\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csdraveurs.qc.ca\/SiteWeb\/Portail\/Documents\/Commission\/Plan%20…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 471<\/strong>\n <\/td>\n Plan strat\u00e9gique 2012-2014\n -Commission scolaire Hauts-Bois de l’Outaouais\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.cshbo.qc.ca\/Documents\/13-04-12planstrategique2012-2014.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 472<\/strong>\n <\/td>\n Plan strat\u00e9gique 2008-2013 Commission scolaire Portages de\n l’Outaouais\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.cspo.qc.ca\/pdf\/INTEGRAL-CORRIGEplan0813.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 473<\/strong>\n <\/td>\n Western Qu\u00e9bec School Board\n Strategic Plan – Commission scolaire Western Qu\u00e9bec\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n cswq.wqsb.qc.ca\/documents\/Strategic_plan.pdf\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 474<\/strong>\n <\/td>\n Planification strat\u00e9gique 2010-2015- Commission scolaire\n Harricana\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csharricana.qc.ca\/RadFiles\/Documents\/DOCUMENTS\/DOCUMENTS\/139\/…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 475<\/strong>\n <\/td>\n Plan strategique 2010-2015\n Commission scolaire Lac-Abitibi\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csdla.qc.ca\/images\/stories\/pdf\/Planstrategique2010-2015.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 476<\/strong>\n <\/td>\n Plan strategique 2010-2015 Commission scolaire Lac-T\u00e9miscamingue\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.cslactem.qc.ca\/RadFiles\/Documents\/ADS\/SUJET_MAJEUR-DROITE\/85\/…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 477<\/strong>\n <\/td>\n Plan Strategique 2010-2015\n Commission scoaire Or-et-des-Bois\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csob.qc.ca\/Site\/1er%20niveau\/propos\/plan\/CSOB-PlanStrategique…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 478<\/strong>\n <\/td>\n Plan strategique 2008-2013 Commission scolaire Rouyin-Noranda\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csrn.qc.ca\/csrn\/document\/fpub\/Planstrategique08-13.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 479<\/strong>\n <\/td>\n Planification_strat\u00e9gique_2010-2015\n Commission scolaire Baie James\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csbj.qc.ca\/imports\/_uploaded\/cms\/file\/Planification_strat%C3%…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 480<\/strong>\n <\/td>\n Planification strat\u00e9gique 2010-2015 Commission scolaire du Fer\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csdufer.qc.ca\/commission-scolaire\/presentation-et-territoire\/…<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 481<\/strong>\n <\/td>\n Plan strat\u00e9gique commission\n scolaire du Littoral 2012-2013 – Plan strat\u00e9gique CS du Littoral 2012-2017\n Lucy-March 2012.pdf\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csdulittoral.qc.ca\/ScriptorWeb\/scripto.asp?resultat=427762<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 482<\/strong>\n <\/td>\n plan_Strat\u00e9gique 2010-2015 \n Commission scolaire Moyenne-C\u00f4te- Nord\n <\/td>\n GMO- Qu\u00e9bec (Plan strat\u00e9gique)\n <\/td>\n http:\/\/www.csmcn.qc.ca\/fr\/cs\/documents\/plan_2010-2015.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 483<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT 2010\u20102013 –\n Entre le minist\u00e8re de l\u2019\u00c9ducation, du Loisir et du Sport et la Commission\n scolaire de la C\u00f4te\u2010du\u2010Sud – Version du 10 septembre 2010\n <\/td>\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n http:\/\/www.cscotesud.qc.ca\/images\/stories\/doc\/dg\/conv_part_sept10.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 484<\/strong>\n <\/td>\n Convention de partenariat 2012-2016- Entente entre le minist\u00e8re\n de l\u2019\u00c9ducation, du Loisir et du Sport et la Commission scolaire de Portneuf\n <\/td>\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n http:\/\/www.csportneuf.qc.ca\/cspi\/publications\/Conv_partenariat%202012-2016%20Signature%20Modifi%C3%A9e%2028%20janvier%202013v%2026_04_2013.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 485<\/strong>\n <\/td>\n Convention de partenariat\n 2010-2012- Entre le MELS et la commission scolaire de la capitale.\n <\/td>\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 486<\/strong>\n <\/td>\n CONVENTION ONVENTION DE PARTENARIAT
\n 2009-2010 A 2012-2013
\n \u2013 VERSION ABREGEE \u2013Commission scolaire des Navigateurs\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n http:\/\/web.csdn.qc.ca\/sites\/default\/files\/ConventionPartenariat_VersionCourte.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 487<\/strong>\n <\/td>\n CONVENTION ONVENTION DE\n PARTENARIAT
\n 2009-2010 A 2012-2013
\n \u2013 Commission scolaire des Navigateurs\n <\/td>		\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n http:\/\/web.csdn.qc.ca\/sites\/default\/files\/ConventionPartenariat.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 488<\/strong>\n <\/td>\n Plan strat\u00e9gique 2007-2012- Commission scolaire de la Capitale\n POUR LA R\u00c9USSITE DE NOS \u00c9L\u00c8VES, OSONS R\u00caVER ET CR\u00c9ER ENSEMBLE\n <\/td>\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n http:\/\/www.cscapitale.qc.ca\/docs\/organisation\/plan-strategique-2007-2012.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 489<\/strong>\n <\/td>\n Courrier de transmission\n convention de partenariat 2010-2013 Commission scolaire C\u00f4te du sud.\n <\/td>\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n www.cscotesud.qc.ca\/images\/stories\/doc\/dg\/lettres_part.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 490<\/strong>\n <\/td>\n Plan strat\u00e9gique 2007 2011- Commission scolaire des premi\u00e8res\n Seigneries\n <\/td>\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n http:\/\/www.csdps.qc.ca\/fileadmin\/user_upload\/Organisation_et_services\/Organisation\/Plan_Strategique\/Plan_strategique_versioncomplete.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n  \n <\/td><\/tr>
\n 491<\/strong>\n <\/td>\n Convention de partenariat
\n 2010-2014- Commission scolaire des monts-et-mar\u00e9es\n <\/td>		\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 492<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT
\n ENTRE
\n LE MINIST\u00c8RE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT
\n ET
\n LA COMMISSION SCOLAIRE DES PHARES\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n http:\/\/www.csphares.qc.ca\/documents\/pdf\/plan_strategique\/Convention%20de%20partenariat.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 493<\/strong>\n <\/td>\n Reddition de compte portant sur\n l\u2019ann\u00e9e 2011-2012 de la convention de partenariatMELS- CS les phares\n <\/td>\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n http:\/\/www.csphares.qc.ca\/documents\/pdf\/accueil\/Reddition_de_comptes_Convention_de_partenariat__CS_des_Phares_et_MELS_08_04_2013.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 494<\/strong>\n <\/td>\n Convention de partenariat Entre
\n Eastern Shores School Board et Le Minist\u00e8re de l\u2019\u00c9ducation, du Loisir et du\n Sport\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 495<\/strong>\n <\/td>\n LA CONVENTION DE PARTENARIAT\n 2010-2014 ENTRE LE MINIST\u00c8RE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT
\n ET LA COMMISSION SCOLAIRE DE LA JONQUI\u00c8RE\n <\/td>		\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 496<\/strong>\n <\/td>\n LA CONVENTION DE PARTENARIAT 2010-2014
\n ENTRE LE MINIST\u00c8RE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT
\n ET LA COMMISSION SCOLAIRE  DU\n LAC-SAINT-JEAN\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 497<\/strong>\n <\/td>\n Convetion de partenariat\n 2010-2012 outil d’un nouveau mode de gouvernance- Vers une mobilisation\n concert\u00e9e\n <\/td>\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 498<\/strong>\n <\/td>\n PROJET DE CONVENTION DE PARTENARIAT ENTRE LA COMMISSION SCOLAIRE\n DES RIVES-DU-SAGUENAY ET LE MINISTRE DU MINIST\u00c8RE DE L\u2019\u00c9DUCATION, DU LOISIR
\n ET DU SPORT\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n http:\/\/csrsaguenay.qc.ca\/medias\/csrsaguenay\/publipostage\/voici\/Mars_2013\/Tableau_de_bord_-_Version_complte.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 499<\/strong>\n <\/td>\n LA CONVENTION DE PARTENARIAT\n 2009-2013 Entre
\n Commission scolaire Central Qu\u00e9bec et
\n Le Minist\u00e8re de l\u2019\u00c9ducation, du Loisir et du Sport\n <\/td>		\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n  \n <\/td>\n  \n <\/td><\/tr>
\n 500<\/strong>\n <\/td>\n Convention de partenariat
\n 2010-2012
\n entre le minist\u00e8re de l\u2019\u00c9ducation, du Loisir et du Sport
\n et la Commission scolaire de la Beauce-Etchemin\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n http:\/\/www.csbe.qc.ca\/csbe\/commission\/Sa_convention_de_partenariat\/Convention_de_partenariat_2012_2016.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 501<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT
\n 2010–2015
\n ENTRE
\n LE MINIST\u00c8RE DE L\u2019 \u2019\u00c9DUCATION,,
\n DU LOISIR ET DU SPORT
\n ET
\n LA COMMISSION SCOLAIRE
\n DE CHARLEVOIX\n <\/td>		\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n www.cscharlevoix.qc.ca\/index.php?id=21&no_cache=1…\u200e<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 502<\/strong>\n <\/td>\n Convention de partenariat 2010-2013- Entre le MELS et la\n commission scolaire des d\u00e9couvreurs\n <\/td>\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 503<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT\n 2010-2012 ENTRE LE MINIST\u00c8RE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT ET LA\n COMMISSION SCOLAIRE DES PREMI\u00c8RES-SEIGNEURIES\n <\/td>\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n http:\/\/www.csdps.qc.ca\/fileadmin\/user_upload\/Organisation_et_services\/Convention_de_partenariat\/Convention_de_partenariat_2012-2017.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 504<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT 2010-2015 ENTRE LE MINIST\u00c8RE DE\n L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT ET LA COMMISSION SCOLAIRE DES BOIS FRANCS\n <\/td>\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n www.csbf.qc.ca\/openfile.aspx?ID=1677\u200e<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 505<\/strong>\n <\/td>\n Convention de partenariat\n 2010-2015 entre la Commission scolaire du Chemin\u2010du\u2010Roy
\n et le minist\u00e8re de l\u2019\u00c9ducation, du Loisir et du Sport\n <\/td>		\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n http:\/\/www.csduroy.qc.ca\/docs\/i_sites\/csduroy\/48convention_de_partenariat_mels_et_csdcdr_et_addendas_au_07-10-10.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 506<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT 2010-2012
\n MELS et Commission scolaire des Ch\u00eanes\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n http:\/\/www.csdeschenes.qc.ca\/commission\/doc\/CP_2010-2012.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 507<\/strong>\n <\/td>\n Convention de partenariat MELS\n \u2013 commission scolaire
\n Outil d\u2019un nouveau mode de gouvernance
\n 2010-2013\n <\/td>		\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n http:\/\/www.csenergie.qc.ca\/doc_uploads\/csenergie\/rapport-annuel\/documents\/reddition-de-comptes\/convention-de-partenariat\/Convention-partenariat-MELS-CSE.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 508<\/strong>\n <\/td>\n Convention de artenariat 2010-2015 entre Commission scolaire
\n de la Riveraine et MELS\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n http:\/\/www.csriveraine.qc.ca\/web\/depot\/sec_general\/Documents-publics\/Fichier-pdf\/R%C3%A8gles\/Convention%20de%20partenariat%202010.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 509<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT ENTRE\n MINISTRE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT DU QU\u00c9BEC ET COMMISSION\n SCOLAIRE DES SOMMETS\n <\/td>\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 510<\/strong>\n <\/td>\n Partnership Agreement Between the
\n Eastern Townships School Board and the Minist\u00e8re de l\u2019\u00c9ducation, du Loisir et\n du Sport (tableau de bord)\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n http:\/\/www.etsb.qc.ca\/media\/etsb_pdf.file\/fr-CA\/2012%20CSET%20TABLEAU%20DE%20BORD.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 511<\/strong>\n <\/td>\n Convention de partenariat entre\n MINISTRE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT DU QU\u00c9BEC ET COMMISSION SCOLAIRE\n des affluents\n <\/td>\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n http:\/\/cp.csaffluents.qc.ca\/sites\/csaffluents.qc.ca\/cp\/IMG\/pdf\/Convention-de-partenariat-signee-2010-2015.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 512<\/strong>\n <\/td>\n Convention de partenariat entre MINISTRE DE L\u2019\u00c9DUCATION, DU\n LOISIR ET DU SPORT DU QU\u00c9BEC ET COMMISSION SCOLAIRE des Laurentides \n <\/td>\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n Site web en construction\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 513<\/strong>\n <\/td>\n Convention de partenariat\n 2010-2015 entre MINISTRE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT DU QU\u00c9BEC ET\n COMMISSION SCOLAIRE Pierre Neveu \n <\/td>\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n http:\/\/www.cspn.qc.ca\/pdf\/pub\/Convention%20partenariat%202010%202015_document%20officiel.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 514<\/strong>\n <\/td>\n Convention de partenariat 2010-2015
\n Entre la ministre de l\u2019\u00c9ducation, du Loisir et du Sport
\n et la Commission scolaire de la Rivi\u00e8re-du-Nord\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 515<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT\n 2010-2011
\n ENTRE LA MINISTRE DE L\u2019\u00c9DUCATION, DU SPORT ET DU LOISIR
\n ET LA COMMISSION SCOLAIRE DES SAMARES\n <\/td>		\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n http:\/\/www.cssamares.qc.ca\/biblio_documents\/PDF10872010121517351270.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 516<\/strong>\n <\/td>\n Convention de partenariat Entre
\n Sir Wilfrid Laurier School Board
\n et Le Minist\u00e8re de l\u2019\u00c9ducation, du Loisir et du Sport\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 517<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT ENTRE\n LE
\n MINIST\u00c8RE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT DU QU\u00c9BEC ET LA COMMISSION\n SCOLAIRE DES GRANDES-SEIGNEURIES\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 518<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT
\n ENTRE LA MINISTRE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT ET LA COMMISSION\n SCOLAIRE
\n DES HAUTES-RIVI\u00c8RES\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n http:\/\/www.csdhr.qc.ca\/\/public\/1960e5c2-5d45-4d31-9b0b-503c4f8d4cb4\/services\/direction_generale\/mes_documents\/convention_de_partenariat_mels.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 519<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT 2010\u20102014
\n Entre le minist\u00e8re de l\u2019\u00c9ducation, du Loisir et du Sport
\n et la Commission scolaire Marie\u2010Victorin\n <\/td>		\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n http:\/\/www.csmv.qc.ca\/wp-content\/uploads\/2011\/05\/Convention_partenariat_CSMV-MELS-juin2010.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 520<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT 2010\u20102015
\n Entre le minist\u00e8re de l\u2019\u00c9ducation, du Loisir et du Sport
\n et la Commission scolaire des patriotes\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n http:\/\/www.csp.qc.ca\/pdf\/rubriques\/convention-de-partenariat\/convention-de-partenariat.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 521<\/strong>\n <\/td>\n  Projet de CONVENTION DE PARTENARIAT  2010\u20102014 ENTRE LE MINIST\u00c8RE DE\n L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT
\n ET LA COMMISSION SCOLAIRE DE SOREL\u2010TRACY\n <\/td>		\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 522<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT
\n ENTRE LE
\n MINIST\u00c8RE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT
\n ET LA
\n COMMISSION SCOLAIRE DE Saint-Hyacinthe\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n http:\/\/www.cssh.qc.ca\/MyScriptorBD\/publication\/580212\/Convention%20de%20partenariat.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 523<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT\n 2009-2014
\n ENTRE LE MINIST\u00c8RE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT ET LA COMMISSION\n SCOLAIRE DES TROIS LACS\n <\/td>		\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 524<\/strong>\n <\/td>\n Partnership Agreement Between
\n The New Frontiers School Board
\n and Le Minist\u00e8re de l\u2019\u00c9ducation, du Loisir et du Sport\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 525<\/strong>\n <\/td>\n Partnership Agreement
\n Between
\n Riverside School Board
\n and
\n Le Minist\u00e8re de l\u2019\u00c9ducation, du Loisir et du Sport\n <\/td>		\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n http:\/\/www.rsb.qc.ca\/public\/59e74f4a-c76f-4582-97d9-9136f5687bf1\/gouvernance\/partnership_agreement\/rsb_pa_final_240910_eng.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 526<\/strong>\n <\/td>\n Convention de partenariat
 entre \n La Ministre de l\u2019\u00c9ducation, du Loisir
\n et du Sport (la Ministre)
\n et la Commission scolaire de Montr\u00e9al
\n (CSDM)\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n http:\/\/cybersavoir.csdm.qc.ca\/collectifcentre\/files\/2010\/10\/ConvPartCSDM-MELSetAnn.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 527<\/strong>\n <\/td>\n Convention de partenariat entre\n le MELS et la Commision scolaire Marguerite-Bourgeoy de Momtr\u00e9al Amendement \u00e0\n la r\u00e9solution #CC09\/10-03-115\n <\/td>\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n Non trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 528<\/strong>\n <\/td>\n Partnership Agreement between THE ENGLISH MONTREAL SCHOOL BOARD\n and the Minist\u00e8re de l\u2019\u00c9ducation, du Loisir et du Sport\n <\/td>\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n http:\/\/www.emsb.qc.ca\/emsb_fr\/pdf_fr\/2012-2013\/PAAnnualReportFRENCH.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 529<\/strong>\n <\/td>\n Partnership Agreement Between\n The Lester B. Pearson School Board and The Ministry of Education Leisure and\n Sports\n <\/td>\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n http:\/\/www.lbpsb.qc.ca\/content\/strategicplan\/100901LBPSB%20MELS%20Partnership%20French%20Final%20Signed.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 530<\/strong>\n <\/td>\n Convention de partenariat 2009-2012 entre le minist\u00e8re de\n l\u2019\u00c9ducation, du Loisir et du Sport et la Commission scolaire des Draveurs\n <\/td>\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n Non trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 531<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT
\n 2010–2012 entre LE MINIST\u00c8RE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT et LA\n COMMISSION SCOLAIRE DES HAUTS-BOIS-DE-L\u2019OUTAOUAIS\n <\/td>		\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n http:\/\/www.cshbo.qc.ca\/Documents\/10-10-26conventiondepartenariat.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 532<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT
\n 2010–2012 entre LE MINIST\u00c8RE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT et LA\n COMMISSION SCOLAIRE DES PORTAGES-DE-L\u2019OUTAOUAIS\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n http:\/\/www.cspo.qc.ca\/pdf\/ConventionPartenariatSIGNEE.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 533<\/strong>\n <\/td>\n La convention de partenariat
\n Entre Commission scolaire Western Quebec
\n et Le Minist\u00e8re de l\u2019\u00c9ducation, du Loisir et du Sport\n <\/td>		\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n http:\/\/cswq.wqsb.qc.ca\/documents\/WQSBpartnetshipagreementreport2012.pdf<\/a>\n <\/td>\n  \n <\/td>\n  \n <\/td><\/tr>
\n 534<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT
\n 2010–2015 entre LE MINIST\u00c8RE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT et LA\n COMMISSION SCOLAIRE HARRICANA\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 535<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT
\n 2010–2015 entre LE MINIST\u00c8RE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT et LA\n COMMISSION SCOLAIRE DU LAC-ABITIBI\n <\/td>		\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 536<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT
\n 2010–2015 entre LE MINIST\u00c8RE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT et LA\n COMMISSION SCOLAIRE DU LAC-TEMISCAMINGUE\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 537<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT
\n 2010–2015 entre LE MINIST\u00c8RE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT et LA\n COMMISSION SCOLAIRE DE L’OR-ET-DES-BOIS\n <\/td>		\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 538<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT
\n 2010–2013 entre LE MINIST\u00c8RE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT et LA\n COMMISSION SCOLAIRE DE ROUYN-NORANDA\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 539<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT
\n 2010–2015 entre LE MINIST\u00c8RE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT et LA\n COMMISSION SCOLAIRE DE LA BAIE-JAMES\n <\/td>		\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n http:\/\/www.csbj.qc.ca\/imports\/_uploaded\/cms\/file\/Convention_de_partenariat_2010-2015.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 540<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT
\n 2010–2015 entre LE MINIST\u00c8RE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT et LA\n COMMISSION SCOLAIRE DU FER\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 541<\/strong>\n <\/td>\n CONVENTION DE PARTENARIAT
\n 2010–2015 entre LE MINIST\u00c8RE DE L\u2019\u00c9DUCATION, DU LOISIR ET DU SPORT et LA\n COMMISSION SCOLAIRE DE LA MOYENNE-C\u00d4TE-NORD\n <\/td>		\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n Pas trouv\u00e9\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 542<\/strong>\n <\/td>\n Petit guide syndical de survie pour faire face \u00e0 la loi 88-\n FICHE 2: La convention de partenariat
\n et le plan strat\u00e9gique de la commission scolaire\n <\/td>		\n GMO- Qu\u00e9bec (Convention de partenariat)\n <\/td>\n http:\/\/www.lignery.ca\/fileadmin\/user_upload\/syndicats\/z27\/PDF\/Loi88_F3_Convention_gestion_plan_r%C3%A9ussite.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 543<\/strong>\n <\/td>\n INDICATEURS DE GESTION\n 2008-2009
\n DONN\u00c9ES PAR COMMISSION SCOLAIRE\n <\/td>		\n GMO- Qu\u00e9bec (Convention de\n partenariat)\n <\/td>\n http:\/\/www.mels.gouv.qc.ca\/stat\/ind_gestion_scol_08\/igestion_cs_0607.htm<\/a>\n <\/td>\n OUI\n <\/td>\n  Gouvernement du Qu\u00e9bec
\n Minist\u00e8re de l\u2019\u00c9ducation, du Loisir et du Sport\n <\/td><\/tr>
\n 544<\/strong>\n <\/td>\n Approche de la programmation, de la gestion et du suivi
\n ax\u00e9s sur les r\u00e9sultats (GAR\/RBM) telle qu\u2019elle est appliqu\u00e9e \u00e0
\n l\u2019UNESCO
\n Principes directeurs\n <\/td>		\n LR- Organisation internationale \n <\/td>\n http:\/\/unesdoc.unesco.org\/images\/0017\/001775\/177568F.pdf<\/a>\n <\/td>\n ND\n <\/td>\n UNESCO\n <\/td><\/tr>
\n 545<\/strong>\n <\/td>\n Contrat de performance de\n l’universit\u00e9 Laval\n <\/td>\n LR- Qu\u00e9bec (Contrat de\n performance)\n <\/td>\n http:\/\/www.ulaval.ca\/sg\/greffe\/Avis\/Contrat.pdf<\/a>\n <\/td>\n ND\n <\/td>\n Universit\u00e9 Laval\n <\/td><\/tr>
\n 546<\/strong>\n <\/td>\n PLAN DE R\u00c9USSITE
\n ET
\n CONVENTION DE GESTION ET DE R\u00c9USSITE \u00c9DUCATIVE
\n EN LIEN AVEC LA CONVENTION DE PARTENARIAT 2010-2015
\n \u00c9COLE DU MOULIN
\n ANN\u00c9E 2010-2011
\n ANN\u00c9E 2011-2012\n <\/td>		\n LR- Qu\u00e9bec (Convention de gestion de lar\u00e9ussite)\n <\/td>\n http:\/\/dumoulin.csp.qc.ca\/files\/2011\/10\/Convention-de-gestion-et-de-r%C3%A9ussite-de-l%C3%A9cole-Du-Moulin.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 547<\/strong>\n <\/td>\n CONVENTION DE GESTION ET DE\n R\u00c9USSITE \u00c9DUCATIVE 2012-2013 centre de formation horticole de laval\n <\/td>\n LR- Qu\u00e9bec (Convention de\n gestion de lar\u00e9ussite)\n <\/td>\n http:\/\/www.cslaval.qc.ca\/centrehorticole\/pdf\/Convention-gestion-reussite-educative2012-13.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 548<\/strong>\n <\/td>\n Projet de loi no 88
\n Loi modifiant la Loi sur l\u2019instruction
\n publique et la Loi sur les \u00e9lections
\n scolaires\n <\/td>		\n LR- Qu\u00e9bec \n <\/td>\n http:\/\/www2.publicationsduquebec.gouv.qc.ca\/dynamicSearch\/telecharge.php?type=5&file=2008C29F.PDF<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 549<\/strong>\n <\/td>\n Loi sur l’administration\n publique\n <\/td>\n LR- Qu\u00e9bec \n <\/td>\n http:\/\/www2.publicationsduquebec.gouv.qc.ca\/dynamicSearch\/telecharge.php?type=2&file=\/A_6_01\/A6_01.html<\/a>\n <\/td>\n OUI\n <\/td>\n \u00c9diteur officiel du Qu\u00e9bec\n <\/td><\/tr>
\n 550<\/strong>\n <\/td>\n Projet de loi 88 : Loi modifiant la Loi sur l’instruction\n publique et la Loi sur les \u00e9lections scolaires \n <\/td>\n LR- Qu\u00e9bec \n <\/td>\n http:\/\/www.assnat.qc.ca\/fr\/travaux-parlementaires\/projets-loi\/projet-loi-88-38-1.html<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 551<\/strong>\n <\/td>\n Les bonnes pratiques dans des\n organisations autres
\n que le gouvernement du Canada:
\n l\u2019imputabilit\u00e9 parlementaire, la gestion par r\u00e9sultats et les strat\u00e9gies de\n d\u00e9veloppement des comp\u00e9tences en gestion chercheur principal: Jacques\n Bourgault.\n <\/td>		\n R- Autres pays\n <\/td>\n Pas trouv\u00e9\n <\/td>\n oui\n <\/td>\n \u00c9cole de la fonction publique\n du Canada, 2005\n <\/td><\/tr>
\n 552<\/strong>\n <\/td>\n EXAMEN DE
\n L’IMPUTABILIT\u00c9 DANS LE SYST\u00c8ME
\n PARLEMENTAIRE CANADIEN: DE LA RESPONSABILIT\u00c9 MINIST\u00c9RIELLE \u00c0 LA LOI  F\u00c9D\u00c9RALE SUR  LA RESPONSABILIT\u00c9 \n <\/td>		\n RRMT- GAR et pol publique\n <\/td>\n http:\/\/www.archipel.uqam.ca\/1627\/1\/M10649.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n Martine Boisvert\n <\/td><\/tr>
\n 553<\/strong>\n <\/td>\n Profils enseignants et qualit\u00e9\n de l\u2019\u00e9ducation primaire en Afrique subsaharienne
\n francophone : Bilan et perspectives de dix ann\u00e9es de recherche du PASEC\n <\/td>		\n R- Autres pays\n <\/td>\n http:\/\/rds.refer.sn\/sites\/www.confemen.org\/IMG\/pdf\/papier_profils_enseignants.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 554<\/strong>\n <\/td>\n Pisa \u00e0 la loupe: Am\u00e9lioration des performances :
\n et si la r\u00e9ussite venait d\u2019en bas ?\n <\/td>		\n R- Organisations internationales\n <\/td>\n http:\/\/www.oecd.org\/pisa\/pisainfocus\/47468770.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n OCDE 2011\n <\/td><\/tr>
\n 555<\/strong>\n <\/td>\n Autonomie et responsabilisation
\n des \u00e9tablissements d\u2019enseignement :
\n quel impact sur la performance des \u00e9l\u00e8ves ?\n <\/td>		\n R- Organisations\n internationales\n <\/td>\n http:\/\/www.oecd.org\/pisa\/pisainfocus\/48989573.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n OCDE 2012\n <\/td><\/tr>
\n 556<\/strong>\n <\/td>\n R\u00e9sultats du PISA 2009 :
\n Les cl\u00e9s de la r\u00e9ussite
\n des \u00e9tablissements
\n d\u2019enseignement
\n RESSOURCES, POLITIQUES ET PRATIQUES\n <\/td>		\n R- Organisations internationales\n <\/td>\n http:\/\/rire.ctreq.qc.ca\/2010\/02\/les-cles-de-la-reussite-rapport-de-locde\/<\/a>\n <\/td>\n OUI\n <\/td>\n OCDE 2011\n <\/td><\/tr>
\n 557<\/strong>\n <\/td>\n OECD Reviews of Evaluation and
\n Assessment in Education
\n Denmark 2011\n <\/td>		\n R- Organisations internationales\n <\/td>\n http:\/\/www.oecd.org\/denmark\/oecdreviewsofevaluationandassessmentineducationdenmark2011.htm<\/a>\n <\/td>\n OUI\n <\/td>\n OCDE 2011\n <\/td><\/tr>
\n 558<\/strong>\n <\/td>\n Governance, Management, and accountability in Secondary\n Education in Sub Saharan Africa BM\n <\/td>\n R- Organisations internationales\n <\/td>\n http:\/\/www.tradebit.com\/filedetail.php\/109914977v7875281-governance-management-and-accountability-in-secondary-education<\/a>\n <\/td>\n OUI\n <\/td>\n The International Bank for Reconstruction and Development \/ The\n World Bank\n <\/td><\/tr>
\n 559<\/strong>\n <\/td>\n Perspectives
\n \u00e9conomiques
\n de l\u2019OCDE\n <\/td>		\n R- Organisations\n internationales\n <\/td>\n http:\/\/www.oecd.org\/fr\/eco\/perspectiveseconomiquesdelocde.htm<\/a>\n <\/td>\n OUI\n <\/td>\n OCDE 2011\n <\/td><\/tr>
\n 560<\/strong>\n <\/td>\n Progr\u00e8s r\u00e9alis\u00e9s dans l\u2019instauration d\u2019une gestion ax\u00e9e sur les\n r\u00e9sultats en mati\u00e8re de d\u00e9veloppement OCDE\n <\/td>\n R- Organisations internationales\n <\/td>\n http:\/\/www.cairn.info\/article.php?REVUE=de-l-ocde-sur-le-developpement&ANNEE=2005&NUMERO=4&PP=129<\/a>\n <\/td>\n OUI\n <\/td>\n Ed. de l’OCDE\n <\/td><\/tr>
\n 561<\/strong>\n <\/td>\n Rapport sur le Forum des\n partenaires au d\u00e9veloppement organis\u00e9 par le CAD – 11-12 d\u00e9cembre 2002 OCDE\n <\/td>\n R- Organisations\n internationales\n <\/td>\n http:\/\/www.cairn.info\/revue-de-l-ocde-sur-le-developpement-2003-3-page-57.htm<\/a>\n <\/td>\n OUI\n <\/td>\n Ed. de l’OCDE\n <\/td><\/tr>
\n 562<\/strong>\n <\/td>\n Renforcer les incitations \u00e0 une meilleure performance du syst\u00e8me\n \u00e9ducatif OCDE\n <\/td>\n R- Organisations internationales\n <\/td>\n http:\/\/www.oecd-ilibrary.org\/economics\/renforcer-les-incitations-a-une-meilleure-performance-du-systeme-educatif-en-france_127136850821<\/a>\n <\/td>\n OUI\n <\/td>\n Ed. de l’OCDE\n <\/td><\/tr>
\n 563<\/strong>\n <\/td>\n 5 ans de GAR au gouv Qc\n <\/td>\n R- Qu\u00e9bec\n <\/td>\n http:\/\/www.tresor.gouv.qc.ca\/fileadmin\/PDF\/publications\/rapport_lap_05.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n Gouvernement du Qu\u00e9bec \u2014 2005\n <\/td><\/tr>
\n 564<\/strong>\n <\/td>\n chantiers sur la r\u00e9ussite des gar\u00e7ons\n <\/td>\n R- Qu\u00e9bec\n <\/td>\n http:\/\/www.mels.gouv.qc.ca\/stat\/recherche\/ReussiteGarconsChantier.pdf<\/a>\n <\/td>\n ND\n <\/td>\n Minist\u00e8re de l\u2019\u00c9ducation
\n Direction de la recherche,
\n des statistiques et des indicateurs\n <\/td><\/tr>
\n 565<\/strong>\n <\/td>\n Le cheminement des \u00e9l\u00e8ves,
\n du secondaire \u00e0 l\u2019entr\u00e9e \u00e0 l\u2019universit\u00e9\n <\/td>		\n R- Qu\u00e9bec\n <\/td>\n http:\/\/www.mels.gouv.qc.ca\/stat\/Autres_doc\/brochure_cheminement_scol.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n Gouvernement du Qu\u00e9bec
\n Minist\u00e8re de l\u2019\u00c9ducation\n <\/td><\/tr>
\n 566<\/strong>\n <\/td>\n EDUCATING STUDENTS AS CITIZENS
\n BRIEF TO THE MINISTER OF EDUCATION
\n ON THE BROAD AREAS OF LEARNING
\n IN THE QU\u00c9BEC EDUCATION PROGRAM
\n FOR PRESCHOOL,
\n ELEMENTARY AND
\n SECONDARY EDUCATION\n <\/td>		\n R- Qu\u00e9bec\n <\/td>\n http:\/\/www.ccpe.gouv.qc.ca\/pdf\/Avis_Versunelevecitoyen_a.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 567<\/strong>\n <\/td>\n Vers un \u00e9l\u00e8ve citoyen, avis au\n ministre de l\u2019\u00c9ducation sur les domaines g\u00e9n\u00e9raux de formation dans le\n Programme de formation de l\u2019\u00e9cole qu\u00e9b\u00e9coise, \u00e9ducation pr\u00e9scolaire,\n enseignement primaire et enseignement secondaire\n <\/td>\n R- Qu\u00e9bec\n <\/td>\n http:\/\/www.ccpe.gouv.qc.ca\/pdf\/Avis_Versunelevecitoyen.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 568<\/strong>\n <\/td>\n Finlande-\u00ad\u2010Qu\u00e9bec au temps d\u2019une d\u00e9cennie PISA : regards crois\u00e9s de
\n deux syst\u00e8mes \u00e9ducatifs1\n <\/td>		\n R- Qu\u00e9bec\n <\/td>\n http:\/\/sainte-claire-longueuil.ecoles.csmv.qc.ca\/files\/2013\/03\/Guy-Pelletier-Finlande-Qu%C3%A9bec-2013.pdf<\/a>\n <\/td>\n ND\n <\/td>\n Guy
\n Pelletier,
\n Ph.D.\n <\/td><\/tr>
\n 569<\/strong>\n <\/td>\n Principaux facteurs\n responsables des pertes \u00e0 UQAM 2008-2009-T1-AnnexeA\n <\/td>\n R- Qu\u00e9bec\n <\/td>\n http:\/\/www.vgq.gouv.qc.ca\/fr\/fr_publications\/fr_verification-particuliere-enquete\/fr_index.aspx<\/a>\n <\/td>\n ND\n <\/td>\n V\u00e9rificateur g\u00e9n\u00e9ral\n <\/td><\/tr>
\n 570<\/strong>\n <\/td>\n Rapport du V\u00e9rificateur g\u00e9n\u00e9ral du Qu\u00e9bec
\n \u00e0 l\u2019Assembl\u00e9e nationale pour l\u2019ann\u00e9e 2008-2009\n <\/td>		\n R- Qu\u00e9bec\n <\/td>\n http:\/\/www.vgq.gouv.qc.ca\/fr\/fr_publications\/fr_rapport-annuel\/fr_2008-2009-T2\/fr_index.aspx<\/a>\n <\/td>\n  \n <\/td>\n  \n <\/td><\/tr>
\n 571<\/strong>\n <\/td>\n RAPPORT
\n \u00c0 L\u2019ASSEMBL\u00c9E NATIONALE
\n POUR L\u2019ANN\u00c9E 1998-1999
\n TOME II\n <\/td>		\n R- Qu\u00e9bec\n <\/td>\n http:\/\/www.vgq.gouv.qc.ca\/fr\/fr_publications\/fr_rapport-annuel\/fr_2008-2009-T2\/fr_index.aspx<\/a>\n <\/td>\n ND\n <\/td>\n V\u00e9rificateur g\u00e9n\u00e9ral\n <\/td><\/tr>
\n 572<\/strong>\n <\/td>\n INDICATEURS DE L\u2019\u00c9DUCATION- \u00c9dition 2011\n <\/td>\n R- Qu\u00e9bec\n <\/td>\n http:\/\/www.mels.gouv.qc.ca\/sections\/publications\/index.asp?page=fiche&id=126<\/a>\n <\/td>\n  \n <\/td>\n  \n <\/td><\/tr>
\n 573<\/strong>\n <\/td>\n Le Conseil sup\u00e9rieur de\n l’\u00e9ducation  le projet initial du\n rapport Parent\u201d\n <\/td>\n R- Qu\u00e9bec\n <\/td>\n http:\/\/classiques.uqac.ca\/contemporains\/saint_pierre_celine\/conseil_superieur_education\/CSE_projet_initial.pdf<\/a>\n <\/td>\n  \n <\/td>\n  \n <\/td><\/tr>
\n 574<\/strong>\n <\/td>\n l’\u00e9ducation au Qu\u00e9bec en bref\n <\/td>\n R- Qu\u00e9bec\n <\/td>\n http:\/\/www.mels.gouv.qc.ca\/scolaire\/educqc\/pdf\/educqcfra.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 575<\/strong>\n <\/td>\n projections of Education\n Statistics to 2020\n <\/td>\n R- Qu\u00e9bec\n <\/td>\n http:\/\/nces.ed.gov\/programs\/projections\/projections2020\/<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 576<\/strong>\n <\/td>\n rapport annuel 2000 – 2001 du minist\u00e8re de l’\u00e9ducation\n <\/td>\n R- Qu\u00e9bec\n <\/td>\n http:\/\/www.edu.gov.on.ca\/fre\/document\/reports\/acse\/sed0001f.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n Gouvernement du Qu\u00e9bec 2001\n <\/td><\/tr>
\n 577<\/strong>\n <\/td>\n Rapport annuel Commission\n scolaire de la capitale 2009-10\n <\/td>\n R- Qu\u00e9bec\n <\/td>\n http:\/\/www.cscapitale.qc.ca\/publications\/documents\/Rapport_annuel_CSC_2009-2010_000.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n CSC\n <\/td><\/tr>
\n 578<\/strong>\n <\/td>\n rapport annuel de gestion du MELS 2010 – 2011\n <\/td>\n R- Qu\u00e9bec\n <\/td>\n http:\/\/collections.banq.qc.ca\/ark:\/52327\/bs2067306<\/a>\n <\/td>\n OUI\n <\/td>\n Gouvernement du Qu\u00e9bec
\n Minist\u00e8re de l\u2019\u00c9ducation, du Loisir et du Sport\n <\/td><\/tr>
\n 579<\/strong>\n <\/td>\n Rapport des \u00e9tats g\u00e9n\u00e9raux sur\n l’\u00e9ducation 1995-1996\n <\/td>\n R- Qu\u00e9bec\n <\/td>\n http:\/\/www.mels.gouv.qc.ca\/etat-gen\/rapfinal\/fin.htm<\/a>\n <\/td>\n OUI\n <\/td>\n \u00a9 Gouvernement du Qu\u00e9bec, 2007\n <\/td><\/tr>
\n 580<\/strong>\n <\/td>\n Rapport Forum sur d\u00e9mocratie et gouvernance des commissions\n scolaires\n <\/td>\n R- Qu\u00e9bec\n <\/td>\n http:\/\/www.mels.gouv.qc.ca\/sections\/democratieScolaire\/<\/a>\n <\/td>\n OUI\n <\/td>\n \u00a9 Gouvernement du Qu\u00e9bec, 2007\n <\/td><\/tr>
\n 581<\/strong>\n <\/td>\n rapport sur l’am\u00e9lioration des\n \u00e9coles\n <\/td>\n R- Qu\u00e9bec\n <\/td>\n http:\/\/www.edu.gov.on.ca\/fre\/document\/reports\/eic\/road4\/eic4f.pdf<\/a>\n <\/td>\n ND\n <\/td>\n  \n <\/td><\/tr>
\n 582<\/strong>\n <\/td>\n Statistiques \u00e9ducation en 2005 – 2006 \u00c9dition 2007\n <\/td>\n R- Qu\u00e9bec\n <\/td>\n http:\/\/www.mels.gouv.qc.ca\/sections\/publications\/publications\/SICA\/DRSI\/StatEduc2007.pdf<\/a>\n <\/td>\n ND\n <\/td>\n MELS\n <\/td><\/tr>
\n 583<\/strong>\n <\/td>\n RAPPORT ANNUEL DE GESTION\n 2011-2012
\n du minist\u00e8re de l\u2019\u00c9ducation, du Loisir et du Sport\n <\/td>		\n R- Qu\u00e9bec\n <\/td>\n http:\/\/www.mels.gouv.qc.ca\/sections\/publications\/publications\/BSM\/rapportAnnuelGestionMels2011-2012.pdf<\/a>\n <\/td>\n OUI\n <\/td>\n Gouvernement du Qu\u00e9bec
\n Minist\u00e8re de l\u2019\u00c9ducation, du Loisir et du Sport\n <\/td><\/tr><\/tbody><\/table>\n","protected":false},"excerpt":{"rendered":"

Liens vers des bases de donn\u00e9es N\u00b0   R\u00e9pertoire Site de provenance Droit D\u00e9tenteur 1 Microsoft Word – M S-Pierre_Le politique et les universit\u00e9s au sein des PP\u2026 – http:\/\/www2.univ-paris8.fr\/colloque-mai\/Communications\/St-Pierre_Le_poli… acte de cogr\u00e8s – GAR et institution scolaires http:\/\/www2.univ-paris8.fr ND …<\/p>\n

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