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dc.contributorBaillat, Gilles
dc.contributorNiclot, Daniel
dc.contributor.editorYves Lenoir
dc.contributor.editorJulie Thompson Klein
dc.date.accessioned2017-03-14T15:41:59Z
dc.date.available2017-03-14T15:41:59Z
dc.date.issued2010
dc.identifier.citationBaillat, Gilles, and Daniel Niclot. "In Search of Interdisciplinarity in Schools in France: From Curriculum to Practice." Issues in Integrative Studies 28 (2010): 170-207.
dc.identifier.issn1081-4760
dc.identifier.urihttp://hdl.handle.net/10323/4458
dc.description.abstractInterdisciplinary processes are being developed for a better present and future in primary and secondary education teaching in France. Over the past few years, the education authorities have increased incentives to open the subjects for one another and created new teaching-learning programs for interdisciplinary purposes. In spite of the obvious determination from the Ministère, the results of research on daily practices, as well as most of the official reports, show that the teachers of primary and secondary schools experience real challenges in implementing truly interdisciplinary teaching-learning activities.
dc.publisherAssociation for Interdisciplinary Studies
dc.relation.ispartofIssues in Interdisciplinary Studies
dc.subjectPrimary education
dc.subjectSecondary education
dc.subjectSchool subjects
dc.subjectVersatility
dc.subjectTeaching practices
dc.titleIn Search of Interdisciplinarity in Schools in France: From Curriculum to Practice


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