Focuses on the Manhattanville College (Purchase, New York) Music Curriculum Project (MMCP) that examined how to improve music education in schools. Discusses topics, such as aesthetic expression, learning and development, the characteristics of music teachers in the MMCP, and the MMCP and national standards. (CMK)

Explores the political function of comparative education and analyzes the field of comparative education. Highlights four functions (ideographic, ameliorative, evolutionist, and experimental) of comparative education research. Addresses the functions of comparative education in instruction. Reports on the role of comparative education. (CMK)

Curricular incoherence at the undergraduate level cannot successfully be countered by lower-division distribution requirements and proposals for a core curriculum. An alternative appropriate to a technological age of various specializations emphasizes development of communication and rhetorical skills across disciplines. (DB)

Pros and cons of the Regular Education Initiative are presented in terms of legal premises, labeling and classification, funding, effectiveness, teacher competencies, curriculum, and professional barriers. It is concluded that the initiative has achieved much and will achieve more as the debate continues, but debate should be used as a learning…

The myth that teaching is a science has been perpetuated to justify the continued existence of distinct colleges of education. This myth and resulting teacher certification requirements have discouraged those with graduate degrees from becoming teachers and deprived our children of highly qualified teachers. (SV)

Argues that writing teachers who do write do not represent the majority of high school writing teachers and that their efforts should not be construed as a mandate for the rest of the high school writing teachers. Concludes that most writing teachers do not write because of a lack of time. (RS)

Looks closely at 19 myths about whole language teaching, learning, and assessment. Presents the myths not to criticize teachers but to help all teachers examine their pedagogical assumptions and to learn from the contradictions found. (MG)

Offers clarification on the current debate about educational research pertaining to the issues of terminology, epistemology, and the societal and institutional issues at stake. Discusses globalwide institutional research trends as related to the theories of Emile Durkheim and Alfred Binet. (NL)

Posits that any model of creative thinking in music must deal with how factual content in music serves as the foundation for the creative process. Maintains that music technology is an exciting and meaningful avenue for both convergent and divergent thinking but that creative thinking can occur without technology. (KM)

The gradual decline of anthropocentrism from 50,000 BC to the present is traced in relation to the controversy over the teaching of evolution and creationism. The discussion focuses on the battle over people's minds as waged in the public schools by fundamentalist religious groups and others. (CW)

Uses the philosophy of Taoism as a metaphor in describing the whole language approach to language arts instruction. The discussion covers the key principles that inform the whole language approach, the resulting holistic nature of language programs, and the role of the teacher in this approach. (16 references) (CLB)

Discusses the decreased importance of educational planning to educational development, and the reasons for this trend. Analyzes basic assumptions in the relationship between planning and research. Uses examples from Latin America to illustrate available alternatives for re-establishing an effective relationship between research and educational…

Described is a course designed to teach the intellectual methods of science while also fostering the development of mature, critical, and skeptical thinking students. Discussed are the course syllabus, teaching philosophy and techniques, and observed results. (CW)

Examines the impact of "Thatcherism" on education. Evaluates both pre and post 1980s British public education. Discusses the philosophy underlying the Baker Act. Concludes that these policies fail to tackle the limits of British education, slow the modernization of curriculum, and lead to limited access to education for specific groups.…

Describes student-centered curriculum development for grades 7-12 at the Kickapoo Nation School. Discusses the merger of open education concepts and the Circle of Learning philosophy to provide education consistent with American Indian cultural values, but appropriate to functioning in the modern world. (SV)