There is currently no way to determine whether educational benefits of arts programs are myth or reality because the learning experiences have never been verified. Art educators, instead of aiming for vague general goals, must develop specific educational objectives and undertake the research to validate them. (Author/JM)

Attempts to make sense of a rather confused picture of the varied factors, agencies, and influences concerned with and affecting policy regarding arts education. Presents highlights of a proposal by the Assembly of National Arts Education Associations concerning the federal government's role in arts education. (Author/JM)

Frequent use of marijuana has reached an alarming proportion in the student population. Outlines the signs and stages of frequent use so that educators can recognize the symptoms and intervene. (MD)

The author outlines the parts of the new Copyright Law relating to computer software and educators' responsibility to understand the law. Copyright is automatic in most computer programs, and they are protected "as one of many kinds of literary works." (MD)

Nine guidelines are presented to improve teacher recruiting practices in teacher shortage areas. The effort expended in getting good teachers pays off later in reduced supervision and staff improvement needs. (MD)

As a result of the recent publicity given problems of physical and sexual child abuse, society now expects teachers to be fully informed, to educate both children and parents, and to actively intercede in abuse cases. Guidelines are given to help middle level teachers cope with these and related developments. (DCS)

Lists the strengths of small schools and offers hints to improve the educational program in small schools. (JM)

Lists the strengths and weaknesses of small schools and then makes recommendations for capitalizing on their strengths and compensating for their weaknesses. (JM)

Explains how schools, regardless of size, can provide ongoing and innovative programs for professional growth. (JM)

Outlines three senses of the term grammar, why some type of grammar should be taught, the three types of grammatical description that can be taught, and four procedures and four conditions for teaching any type of grammar. (Author/JM)