This phenomenographic study explores the intentions, ideals, and practices that shape educational leaders' conceptions of curriculum integration. The study uses documents and interviews to analyse the integrative elements of three of Quebec's key educational reform documents: The final report from the commissioners of the Estates General on Education; Reaffirming the mission of our schools: Report of the task force on curriculum reform ; and the Quebec Education Program. Fifteen curriculum reform leaders who participated in the process of drafting these documents were interviewed about their conceptions of curriculum integration. The conceptual framework used to study Quebec's conceptions of curriculum integration stemmed from the review of the research literature. This study's revised framework may provide curriculum developers and other educational leaders with a template for exploring integrative intents, ideals, and practices coherent with their conceptions.

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The following research depicts the perceptions and perspectives of thirteen teachers and two principals anticipating the implementation of the Curriculum Reform in Quebec schools. It aims to provide insight into teachers' perceptions of how the anticipation of change, induced by the Reform, is affecting them. It also seeks to provide an in-depth understanding of the world and its relations with others teaching in the context of change that is being brought on by the Reform in schools. / This qualitative research takes into consideration two specific questions: What is the lived experience of teachers during the anticipation of the implementation of the Reform? What is the perception of teachers towards the Reform? / Thirteen teachers and two administrators were interviewed, each representing at least one of the elementary, secondary, and high school vocational sectors of the English public education system of greater Montreal. These interviews took place during the Fall of 1999.

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