摘要：This article presents results of secondary data analysis on intragroup collaboration (microsystem) in a Quebec high school that widens the scope, in an exploratory manner, to collaboration between groups (mesosystem) (Bronfenbrenner, 1979). Results indicate that engagement in collective intergroup activities appears to be inversely proportional to their proximity to the classroom: the more the object of collaboration encroaches on classroom practices, the less collaboration there is. Furthermore, the nature of different group and organizational entities, based on student selection, is a source of differentiation that generates competitiveness between the groups with respect to fundamental school organization issues. Yet, normative discourses and policies incite collaborative work amongst staff in schools. The exploratory results indicate that effort at integration, such as in the studied school, has difficulty incorporating the overriding differentiation between entities. The situation deserves to be further explored
