Music education needs a support structure that will help researchers to stay active and help music teachers apply the results of good research. The Special Research Interest Groups (SRIGs) of the Music Educators National Conference provide such a support structure. The different SRIGs are described. (RM)

Examines William J. Bennett's recommendation in "James Madison High School: A Curriculum for American Students," that the ideal high school core curriculum should include one half year of music history. States that while the recommendation supports music education, it may not be met in many systems due to lack of funding and scheduling difficulty.…

Laid-off music teachers should make sure their educational self-improvement is cost-effective. Some skills can be acquired without formal instruction. If graduate school is indicated, teachers should choose prestigious schools and should try to get scholarships or assistantships. Broader qualifications can also help employment potential. (CS)

Examined are the recommendations and impact of the report of the National Commission on Excellence in Education and its implications for school music. Things that music educators should do, e.g., supply facts that support the study of music to everyone who influences public policy, are discussed. (RM)

Recommends that an administrative syllabus, a course calendar, and a detailed set of student objectives are necessary ingredients of the well-organized college music course. Suggests use of a word processor to develop these documents, allowing for easy revision. Includes guidelines for creating these materials. (LS)

To get around the colleges of education and professional education courses, which usually deal with teaching methods, critics are proposing shortcuts that will grant candidates certification without their completing traditionally required courses. How these shortcuts will hurt music students is described. Music teachers should take a stand and…

Because of dwindling financial resources, the doctoral program in music may be in jeopardy. Four options for the doctorate are examined: expand it, maintain it, reduce it, or discontinue it. Steps that must be taken to assure that a high quality music doctoral program continues are presented. (RM)

In order to improve teacher education programs in music, music educators must stop passing the buck. They must have tough entry standards and make the hard decisions necessary to enforce them. They must also intellectualize the curriculum. (RM)

Suggests ways to maximize benefits and minimize problems of obtaining master's degrees in music education through summer school graduate study. Considers factors that distinguish summer school from the regular calendar: changes in faculty, reduced course offerings and performance opportunities, and altered college environment. Includes a nine-item…