Pygmalion dans des classes d’éducation physique au primaire

Babad, E.Y., Inbar, J., & Rosenthal, R.A. (1982). Teachers’ judgment of students’ potential as a function of teachers’ susceptibility to biasing information. Journal of Personality and Social Psychology, 42, 541–547.

Bellack, A.A., Kliebard, H.M., Hyman, R.T., & Smith, F.L. (1966). The language of the classroom. New York: Teachers College Press.

Bogdan, R., & Taylor, S.J. (1975). Introduction to qualitative research methods. Toronto: Wiley-Interscience Publication.

Brophy, J.E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75, 631–661.

Brophy, J.E., & Good, T.L. (1974). The teacher-student relationship. New York: Holt, Rinehart & Winston.

Cooper, H.M. (1979). Pygmalion grows up: A model for teacher expectation communication and performance influence. Review of Educational Research, 49, 389–410.

Crowe, P. (1977). An observational study of expectancy effects and their mediation mechanisms on students of physical education activity classes. Unpublished doctoral dissertation, University of North Carolina, Greensboro.

Darley, J.M., & Fazio, R.N. (1980). Expectancy confirmation processes arising in the social interaction sequence. American Psychologist, 35, 867–881.

DeLandsheere, G. (1976). Introduction à la recherche en éducation (4e éd.). Paris: Armand Colin-Bourrelier.

DeLandsheere, G. et Delchambre, A. (1979). Les comportements non-verbaux de l’enseignant. Bruxelles: Fernand Nathan.

Good, T.L., & Brophy, J.E. (1980). Educational psychology: A realistic approach (2nd ed.). New York: Holt, Rinehart & Winston.

Good, T.L., & Brophy, J.E. (1984). Looking in classrooms (3rd ed.). New York: Harper & Row.

Hamilton, E. (1962). La mythologie: ses dieux, ses héros, ses légendes. Paris: Marabout Université.

Hoge, R.D. (1984). The definition and measurement of teacher expectations: Problems and prospects. Canadian Journal of Education, 9, 213–228.

Kirk, J., & Miller, M.L. (1986). Reliability and validity in qualitative research. Beverley Hills: Sage Publications.

Lofland, J. (1976). Doing social life. Toronto: Wiley-Interscience Publication.

Martinek, T.J. (1980). Stability of teacher’s expectations for elementary school aged children. Perceptual and Motor Skills, 51, 1269–1270.

Martinek, T.J. (1983). Creating Golem and Galatea effects during physical education instruction: A social psychological perspective. In T.J. Templin & J.K. Olson (Eds.), Teaching in physical education (pp. 59–70). Champaign, IL: Human Kinetics Publishers.

Martinek, T.J., & Johnson, S.B. (1979). Teacher expectations: Effects on dyadic interactions and self-concept in elementary age children. Research Quarterly, 50, 60–70.

Martinek, T.J., & Karper, W.B. (1984). Multivariate relationships of specific impression cues with teacher expectations and diadic interactions in elementary physical education classes. Research Quarterly, 55, 32–40.

Morency, L. (1986). Comment des éducateurs physiques manifestent leurs attentes dans l’enseignement au primaire. Thèse de doctorat non publiée, Faculté des sciences de l’éducation, Université Laval, Québec.

Morency, L. (sous presse). Les conditions d’apprentissage sont-elles les mêmes pour tous les élèves? Revue des sciences de l’éducation.

Ovide. (1953). Les métamorphoses (tome deuxième, livre dixième). Paris: Garnier. (Œuvre originale publiée en l’an 1 avant l’ère chrétienne)

Rosenthal, R.A. (1974). L’effet Pygmalion. Psychologie, 50, 37–41.

Rosenthal, R.A., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils’ intellectual development. New York: Holt, Rinehart & Winston.

Spradley, J.P. (1979). The ethnographic interview. New York: Holt, Rinehart & Winston.

Spradley, J.P. (1980). Participant observation. New York: Holt, Rinehart & Winston.

Tousignant, M. (1982). Analysis of the tasks structures in secondary physical education classes. Unpublished doctoral dissertation, Ohio State University.