Policy can be a useful tool for effecting change, but policy analysis, which shapes policy development, has been underused in music education research. This paper demonstrates how Bardach's (2000) Eightfold Path can be used to develop solutions to problems in music education. Some have argued that school music programs do not prepare students to…

Presents an allegory based on the development and dissemination of the National Geography Standards. Uses the allegory to introduce a series of articles dealing with the Standards. Suggests that geography teachers acquire and use the Standards, entitled "Geography for Life: National Geography Standards." (CFR)

Comments on remarks by A. Graham Down, president of the Council for Basic Education, about integrating arts education into the curriculum. Concludes that, when the arts are channeled into the mainstream and made part and parcel of everything, arts education becomes dangerously confused. (CFR)

Maintains that local school districts will soon be confronted with the task of implementing national standards in geography, history, civics, and government. Asserts that the geography community needs strong partners among teachers' unions and other educational organizations. (CFR)

Asserts that it is important to avoid bandwagon superficialities related to the interdisciplinary approach to arts education in the K-12 curriculum. Concludes that the overarching issue related to the National Standards implementation is how to keep content and process in a productive relationship. (CFR)

Presents excerpts from "Expectations of Excellence: Curriculum Standards for Social Studies." Defines and explains 10 thematic strands that form the basis for the standards. Includes integrated content from history, geography, other social sciences, and the humanities. (CFR)

Contends that, despite recent successes, the geographic education community faces serious problems based on its failure to create and maintain strategies for effect preservice teacher education. Argues that a broad cooperative program involving teachers, school district officials, geographic educators, and the community is a potential remedy. (CFR)

Contends that geographic education has received increased attention during the past decade from professional geographers, K-12 educators, and the general public. Reviews current efforts and future directions of geographic education and states that all geographic educators share the responsibility for continuing the progress of the reform movement.…

Presents a speech by the president of the National Council for the Social Studies (NCSS), given at the organization's annual meeting. Discusses the national standards movement and contends that the NCSS standards integrate knowledge from the full spectrum of the social sciences and the humanities. (CFR)

Describes the efforts of the Alaska Department of Education and geography educators to develop standards based on the National Geography Standards model. Discusses the statewide public consensus process and includes a chronological table of events. Provides six sample standards and performance criteria from the Alaska 2000 geography standards.…

Maintains that the effort to develop and implement national standards in the arts is politically correct but not free of psychological or pedagogical viewpoints. Asserts that educators must formulate the right questions and assess objectively the potential outcomes of an arts education program in reformed schools. (CFR)

Asserts that the current focus on voluntary national standards has catapulted arts education into a new prominence. Discusses the background and tactics of current educational reform efforts. Concludes that, without empirical research and assessment, the proposed curricular standards will remain an educational fad. (CFR)

Asserts that, from a school administration point of view, empowerment through faculty cooperation and participation in work-related issues is quite different from actual control of the workplace. Discusses issues related to power, control, and authority in education, particularly in arts education. (CFR)