Describes aspects of the Environmental Education Policy Initiative. Reflects on the initiative's background, its key purpose, management-hierarchical and participatory-process orientations, its process, and evidences of its success. (MDH)

Analyzes the nature of sustainable development and the role that environmental education can play in a transformation toward a sustainable society. Discusses three rules for teaching environmental education: a child-centered education, objectivity on matters of values, and creation of environmentally responsible behavior. Provides a checklist of…

Describes the overall aims of environmental education programs to produce changes toward sustainable development. Discusses the role of the sciences, the arts, religious education, history, geography, and languages in integrating the environmental education curriculum. Presents curriculum management strategies for improving the design and content…

Examined how environmental education has been conceived and enacted within the same orientations that have brought on many of the environmental issues that confront Southern Africa. Provides local examples to reveal flaws in past strategies and suggests revised orientations. (Contains 37 references.) (MDH)

Reports on a study of cultural images of people in 5 nations by 24 10- to 13-year-old children of low socioeconomic backgrounds. Finds that 10-year olds focused on the thoughts and feelings of people whereas the 13-year olds included more knowledge abstracted to the country level. (CFR)

Contends that pluralistic democracy relies on conflict of ideas and participative decision making. Reports on case studies of two different approaches to teaching world studies. Finds that both approaches encouraged students to participate actively, but others remained silent during the discussion. (CFR)

Reviews significant aspects of the debate about art and design education in secondary schools in England and Wales. Asserts that the British National Curriculum forces art and design education into a marginal role. Contends that the National Curriculum's Order for Technology is of crucial concern for every art and design teacher. (CFR)

Compares the arts and design context and attributes of the National Curriculum in England and the National Guidelines in Scotland. Concludes that art and design educators in both England and Scotland must work to remove bureaucratic constraints that prevent practitioners from controlling their own discipline. (CFR)

Contends that the attainment targets of the first draft of the National Curriculum for Art neglect art appreciation and limit rather than liberate children's creative powers. Concludes that the biggest concern is how to reconcile the demand for a tighter curriculum structure with the need to preserve an important place for personal spontaneity.…

Identifies four possible conceptions of good teaching in general that can be transferred to art education. Discusses competencies expected in new art teachers, current inadequacies in art teacher preparation, and inadequacies in subject knowledge. Includes a table containing 34 competencies expected of prospective art teachers. (CFR)

Asserts that efforts at establishing cross-curricular programs with art and other subjects are well established. Questions whether the goals and content of visual art instruction are trivialized or lost in such programs. Provides three criteria that can be used to test the integrity of interdisciplinary programs. (CFR)

Reports on a study of 475 choral music directors to determine measurable dimensions of choral music teaching style, identify teaching styles and develop a reliable and valid self-report instrument for assessing teaching style. Identifies 11 choral music teaching styles based on performance, music concepts, and student independence. (CFR)

Reports on an analysis of gender-related references appearing in the "Music Supervisors' Journal" from 1914-24. Finds that both coeducational and single-sex musical organizations were discussed and that vocal and instrumental instruction for boys and girls was advocated. (CFR)

Reports on a study of the attitudes of 542 students in grades 3-6 toward singing and choir participation in relation to grade level, gender, classroom singing activities, previous singing experience, and degree of singing skill. Finds that most subjects indicated a positive attitude toward singing, but less than half were interested in choral…