摘要：In 2007, we set up a research program to investigate the management of change
in education, studying the implementation of learning cycles in elementary schools,
a major change included in Qu¨¦bec¡¯s curriculum reform (Government of Qu¨¦bec,
1997; 2001). Our initial work focused on elementary schools on the Island of
Montr¨¦al (Archambault and Dumais, 2010; Archambault, Dumais and St-Onge,
2009). Here, we study how learning cycles were piloted in Qu¨¦bec¡¯s Francophone
school boards through their strategic plans. Since 2002, Qu¨¦bec school boards have
been applying results-based management, and their plans are contained in a strategic
plan reflecting the objectives and national indicators of the strategic plan for the
Minister of Education, Recreation and Sports (Lapointe, Garon and Demb¨¦l¨¦, 2008).
We want to find out if these strategic plans serve as a piloting instrument for the curriculum
reform and whether these learning cycles, a major element of the reform, are
discussed in the strategic plans of the Minister and the school boards. Our results
show that learning cycles are largely absent from these strategic plans. Either the
cycles are not yet implemented, or the strategic plans are not being used to pilot the
curriculum reform.
