Analyzing interdisciplinarity: typology and indicators

Culture and Experience.

Medicine has evolved from the undertaking of the individual practitioner to a state in which many disciplines become involved in administering both diagnostic and treatment services. It has become a standard of care in hospital and clinic-based practice to utilize a multidisciplinary approach to medical care. Multidisciplinary modes of practice, however, do not ensure that participants interact cooperatively, or with the exclusive purpose of patient benefit. The usual mode of interaction within medical academic and clinical environments promotes individualism, protectionism, and some degree of isolation, not infrequently to the detriment of patient care. The stated purpose of this book is to provide a synthesis of theories and methodologies that promote a growing permeability of boundaries and that allow for intellectual accommodation. Health care professionals have been turning to interdisciplinary intervention approaches for several reasons, but the most compelling in medicine is the need to solve problems that are beyond the

Interdisciplinarity: History, Theory, and Practice

MOST past studies of learning have been concerned with the acquisition of intellectual or motor habits and skills. The learning process has been studied, so to speak, in a social vacuum. With the subject of imitation, text-books have usually dealt casually, explaining it in terms of current theory, nativistic, 'associationist' or, more rarely, in terms of learning. Familiar phenomena are the ones most liable to be lightly passed over, and it is perhaps just because imitation is so pervasive and universal a process that its significance has been overlooked. Social Learning and Imitation By Neal E. Miller John Dollard. (International Library of Sociology and Social Reconstruction.) Pp. x + 284. (London: Kegan Paul and Co., Ltd., 1945.) 15s. net.

Social Learning and Imitation

Enabling and Empowering Families: Principles and Guidelines for Practice

The importance of information and communication technology (ICT) in education has been proven. For several years now, at increasing warp speed, university teaching has been coping with changing relationships to knowledge and has been plunged into the digital world of the Internet and e-learning (Karsenti and Larose, 2001). In the context of educating future teachers, can pedagogical integration of ICT be achieved despite the new problems facing faculties of education? The answer now appears self-evident as teacher education officials and instructors can no longer ignore ICT, at the risk of censure by future teachers, the education sector and the general public. The key factor is a better understanding of how this pedagogical integration of ICTwhich adds value to the teaching-learning continuumcan be achieved. Do instructor practices have an impact on the practices of future teachers? Have the obstacles and factors linked to change and efficient pedagogical integration of ICT evolved in recent years? Are faculties of education meeting the professional development needs of future and practising teachers? These are questions we hope to address in this report, which strives to present a meta-analysis of existing research in the field, but is also based on research in progress. I. BACKGROUND-PROBLEM “The thirst for learning is the most important attitude that can be formed.” John Dewey (1938). The importance of information and communication technology (ICT) has been clearly established. In addition to the major changes this technology introduces into most professional activities, ICT is driving major social change. Discourse on the new economy also reflects these changes in society: we hear increasing references to the knowledge-based society, the networked society, the learning society and the learning community. With the sweeping changes brought on by the arrival of ICT, most school systems have introduced the development of technological skills specifically into curriculum for the primary and secondary levels. This change or evolution of curriculum raises the issue of pre-service and in-service teacher education. Of the five factors that influence implementation of technology, identified Fabry and Higgs (1997), three involve the human aspect: resistance to change, teacher attitudes and professional development. Professional development is defined here as a key component since a suitable program could influence attitudes and the resistance to change. Aware of the importance of teacher education, the Council of Ministers of Education, Canada (1997) made this issue a key priority with respect to the growth of technology in Canada. For several years now, at increasing warp speed, university teaching has been coping with changing relationships to knowledge and has been plunged into the digital world of the Internet and e-learning (Karsenti and Larose, 2001). Many believe that teaching with or via technology is the most dynamic sector and the most popular in the education and university teaching market (Schutte, 1999). Brown (1996) also indicates that the most significant change in education is the phenomenal growth of the Internet, especially the graphic version commonly known as the Web. Both have changed forever the way we communicate, but above all, the teaching environment. In just a few years, the Internet and the Web have become for many people a virtually indispensable fact of daily life (Karsenti and Larose, 2001). For example, as revealed by a recent survey conducted in October 2000 by the Angus Reid group, Canadian students have better access to the Internet than any others in the world except in Scandinavia. Unfortunately, as Larose, David, Lafrance and Cantin (1999) discovered, the lowest level of ICT use occurs in faculties of education, where teachers are prepared to meet the challenges of the new millennium and where inservice education and professional development are delivered to practising teachers. 1 Source: www.angusreid.com/services/p_face.cfm.

Integrating ICT's in teacher tr@ining: a challenging balance

Dans cet article, les auteurs presentent les resultats du processus de developpement et de validation d'un instrument, le Questionnaire sur l'environnement familial. L'objectif de ce questionnaire est d'identifier un certain nombre de facteurs de l'environnement familial pouvant contribuer a la resilience de l'enfant confronte a un environnement socio-economique a priori defavorable. Le concept de resilience est presente dans une perspective ecosystemique. Les parametres retenus lors de la structuration de la version originale de l'instrument sont decrits et situes dans le contexte quebecois.

L'évaluation des facteurs de risque et de protection dans la famille: développement et validation du Questionnaire sur l'environnement familial

Il y a une decennie, Lenoir, Larose, Deaudelin, Kalubi et Roy (2002) definissaient l’intervention educative (IE) dans l’univers particulier de l’education et du travail enseignant. Dans un article subsequent (Terrisse, Larose et Couturier, 2003), nous reagissions au caractere restrictif du domaine d’application du concept d’IE par la proposition d’un construit complementaire, celui d’intervention socioeducative (ISE). Dans cet article, nous resituons le construit d’ISE en fonction de la necessaire complementarite des intervenants dont l’action educative se situe aupres de l’enfant dans l’ecole, dans la famille mais aussi dans la communaute ainsi qu’a la charniere de ces systemes, tout particulierement dans un contexte de «reussite educative». L’articulation des deux construits, l’intervention educative et socioeducative (IESE) se caracterise alors par le fondement ecosystemique de son deploiement, la nature interdisciplinaire de sa mise en oeuvre et sa visee d’empowerment.

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L’arrimage de l’intervention éducative et socioéducative en contexte de réussite éducative. Empowerment en perspective écosystémique et impact sur l’intervention

Cet article vise a circonscrire, d’un point de vue structural, les principes relationnels qui balisent le champ scientifique du partenariat ecole-famille-communaute. L’analyse lexicometrique d’une serie de definitions de ce concept met en evidence ses logiques d’usage. S’y rattache un ensemble d’antinomies reperees dans les discours scientifiques que nous circonscrivons. L’identification des dimensions structurales de ceux-ci met en evidence le caractere monolithique du champ scientifique du partenariat ecole-famille-communaute et nous amene a proposer une articulation entre ce concept et celui d’engagement parental.

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François Larose

Papers

Integrating ICT's in teacher tr@ining: a challenging balance

L'évaluation des facteurs de risque et de protection dans la famille: développement et validation du Questionnaire sur l'environnement familial

L’arrimage de l’intervention éducative et socioéducative en contexte de réussite éducative. Empowerment en perspective écosystémique et impact sur l’intervention

Les discours véhiculés dans le champ du partenariat école-famille-communauté : analyse de la documentation scientifique

Intégration pédagogique des TIC dans le travail enseignant