Amade-Escot, C. (2013). The Practical Epistemology of Teachers and Research on Intervention. Perspectives for Future Dialogues. In B. Carnel, & J. Moniotte (Eds.), Intervention, Research and Teaching Education: What Challenges, What Transformations? (pp. 37-58). Amiens: Amiens Picardie University and ARIS.
 Amade-Escot, C., & Léziart, Y. (1996). Contribution to the Study of the Distribution of Didactic Engineering Proposals from Practitioners. Case Analysis of Voluntary Physical Education Teachers. Rapport Scientifique. Recherche INRP, No. 30506.
 Amade-Escot, C., & Venturini, P. (2009). Ecological and “Didactique” Perspectives: How Knowledge Co-Construction Is Grasped through the Concepts of “Learning Environment” and “Didactic Milieu” Which Throw Light on “Students’ Productive Disciplinary Engagement”. The AIESEP International Seminar Situated Learning, Reflective Practice & Knowledge Construction in Physical Education, Besancon, 27-29 May 2009.
 Crahay, M. (1989). Constraints Situation and Teacher-Student Interactions, Is It Possible to Change Their Way of Teaching? Revue Francaise de Pédagogie, 88, 67-84. http://dx.doi.org/10.3406/rfp.1989.2459
 Elandoulsi, S. (2011). The Practical Epistemology of Teachers: Effects of Experience and Expertise in Teaching of the Handstand in Coeducational Classes. Comparative Analysis of Three Physical Education Teachers in Tunisia. Ph.D. Thesis, Le Mirail: University of Toulouse 2.
 Leutenegger, F. (2003). Study Didactic Interactions in Math Class: A Methodological Prototype. In A. Danis, M. L. Schubauer-Leoni, & A. Weil-Barais (Eds.), Interaction, Learning and Development (pp. 559-571). Bulletin de Psychologie, 56, 559-571.
 Musard, M., Loquet, M., & Carlier, G. (2010). Sciences of the Intervention in Physical Education and Sport. Research Findings and Theoretical Foundations. Paris: Aris et Editions de la revue EPS.
 Schubauer-Leoni, M. L. (1996). Study Teaching Contract for Students in Difficulty in Math: Educational Issues and/or Psychosocial. In C. Raitsky, & M. Caillot (Eds.), Beyond Didactics, the Didactic: Debates around Common Concepts (pp. 160-189). Paris and Bruxelles: De Boeck.
 Schubauer-Leoni, M. L. (2008). The Construction of the Reference in the Joint Action Teacher-Student. In N. Wallian, M. P. Poggi, & M. Musard (Eds.), Co-Construct of Knowledge: The Art of Intervention by the APSA (pp. 67-86). Besancon: PUFC.
 Venturini, P., & Amade-Escot, C. (2009). Conditions Fostering Productive Disciplinary Engagement during a Regular Physics Lesson in a Depressed Area School. Proceedings of the 13rd Biennial EARLI Conference on Fostering Communities of Learners, Amsterdam, 25-29 August 2009.