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The field of education in the United States is in a period of unprecedented change. Educators in all disciplines are challenged to understand and respond to the waves of reform sweeping over the national education landscape. Linking these reforms to meaningful outcomes that will produce more rigorous and effective measures of quality and performance in our schools is an ongoing goal for all educators as they work to respond to calls for educational reform. Changes in the general field of education have direct implications for arts education policy and practice. Arts educators find themselves in the position of making sense of these landmark reforms and changes in the context of arts education and determining what courses of action and responses they should pursue on the road to meaningful reform. This report provides an overview of a selected number of contemporary developments in the general field of education, brief summaries of consequential studies and education-related reports, and an examination of some policy issues these developments and reports raise for arts educators as they work to shape the future landscape of arts education.     

Setting up a Woodworking Shop

This article provides an initial look at Race to the Top as it relates to professional development for arts educators. Topics include the philosophy of Race to the Top education reform, data informed professional development, performance pay, and how these changes may affect arts educators.     

Law and Society in Seattle: Law-Related Education as Culturally Responsive Teaching

In this article, I provide a portrait (Sara Lawrence-Lightfoot and Jessica Hoffman Davis 1997) of a renowned law-related education (LRE) program, its teacher, and four of its student-participants. Following the portrait, I discuss theoretical explanations for the success of ethnic-minority students in this and other LRE programs. These explanations include the nature of law as a difficult subject, the many convergences between culturally responsive teaching and LRE, and the relation of the content and methods of LRE to the cultural capital, interests, backgrounds, and ethnic identities of the students. I conclude with a discussion of the reciprocal nature of these processes, research on white teachers who are successful in multicultural contexts, the importance of challenging, accelerated classes, and an argument for expanding research on culturally responsive teaching and the achievement of students of color to include attention to the methods and materials of LRE.     

American Glass

Exploring the complicated issues of assessment in the arts, the authors discuss assessment of arts education and arts programs from a qualitative perspective: experiential, naturalistic, and ethnographic interpretation. With special attention to the practices of teaching, learning, and administration of education in the arts, quality is sought with emphasis on observations and judgment rather than instruments and measurement.     

On the inhibitory potency of imidazole and its derivatives on thromboxane synthetase

The relative inhibitory potency of imidazole and derivatives on thromboxane synthetase from human platelets was found to be increased by substitution of the 1-position and abolished in other positions. The potency of 1-substituted imidazoles was increased as the side chain became more hydrophobic. Among the imidazole derivatives tested 1-nonyl-imidazole and 1-(2-isopropyl phenyl)-imidazole showed the highest potency with I₅₀ in the range of 10^?8 M. Inhibition by imidazole and its derivatives appeared to be very specific for thromboxane synthetase since other enzymes in prostaglandin endoperoxide metabolism were not affected. Kinetic studies indicated that inhibition was competitive with respect to prostaglandin endoperoxide substrate.     

Catalogue

The author presents reviews that identify success factors in music and arts education partnerships between cultural institutions and K-12 schools. She incorporates the evaluation of one Massachusetts partnership, Arts Can Teach (ACT), to examine the connection between partnerships and K-12 arts-program policy decisions. ACT is a collaborative effort among Boston's Wang Center for the Performing Arts, the Lynn Public Schools, and LynnArts, which matched music specialists and teachers in other disciplines with practicing artists for oneyear partnerships. Success factors of the ACT partnership are considered in terms of their similarity to success factors from the literature on music education partnerships. The author discusses implications for increasing and sustaining music and arts education programming and local arts education policy development.     

A Wall Hanging a Batik Worker

This article reviews the political and empirical record within music education surrounding the Goals 2000: Educate America Act and reports a new study evaluating the effects of the law on music and arts education policies in U.S. high schools. School-level data (N = 670 schools) from the National Education Longitudinal Study of 1988 and the Education Longitudinal Study of 2002 were independently pooled to estimate the effects of Goals 2000 on the number of unique music courses high schools offered, the probability that schools would enforce a local arts graduation requirement, and the number of arts courses required for graduation. Results showed no effect on the number of unique music courses offered. However, for schools in states that prior to Goals 2000 had no arts education mandate or had a flexible arts education mandate, Goals 2000 significantly increased the probability of schools requiring the arts, as well as the number of arts credits required for graduation. The article concludes with implications for the arts in the current Common Core Standards movement.     

Metabolism of prostaglandins in spontaneously hypertensive rats: NAD"-dependent 15-hydroxyprostaglandin dehydrogenase activity is decreased in kidney and increased in lung.

Renal, pulmonary and gastric NAD⁺-dependent 15-hydroxyprostaglandin dehydrogenase activities were determined in both spontaneously hypertensive and normotensive rats at 6 and 12 weeks of age. Renal enzyme activity in hypertensive rats was only 30–40% of that present in normotensive controls at both ages. In contract, pulmonary enzyme activity in hypertensive animals was twice as active as that in normal controls. There was no significant difference in gastric enzyme activity. NAD⁺-dependent 9-hydroxyprostaglandin dehydrogenase activity, the enzyme responsible for the conversion of vasoinactive PGF metabolites to PGE metabolites, also failed to show any difference in two types of rat kidneys. The results indicate that, in hypertension, prostaglandin inactivation is impaired in kidney but is facilitated in lung.     

For what purpose the arts? An analysis of the mission statements of urban arts high schools in Canada and the United States

While general arts programs have declined in many schools across the United States and Canada, the number of specialized art programs in public secondary schools has swelled since the 1980s. While this increase is often celebrated by arts educators, questions about the justification of specialized arts programs are rarely raised, and their value is often taken for granted. In this article, we examine the mission statements of eighty-four specialized arts programs across two countries to examine the ideas, values, and commitments that are expressed in these public statements. In addition to a close thematic analysis, we describe how these mission statements reflect different conceptions of the role of the arts in education and consider the ways in which arguments that seek to broaden access to the arts are combined with the goal of serving a narrow subset of the student population. We argue that analyzing mission statements provides a clearer picture of the ideas that shape these programs, and that in order to foster an informed public conversation about the purpose and value of an education in the arts, educators committed to the arts must engage in this serious discussion.     

Development of radioimmunoassay for thromboxane B2

A simple method for the preparation of rat liver urate oxidase is described. The enzyme was purified from rat liver homogenate by cell fractionation, detergent treatment, alkali treatment, and affinity chromatography on 8-aminoxanthine-bound Sepharose 4B. This enzyme preparation had a specific activity of 9.1 U/mg of protein and was purified about 1000-fold from the liver homogenate. After sodium dodecyl sulfate (SDS)-polyacrylamide gel electrophoresis followed by staining with Coomassie brilliant blue, this preparation yielded one protein band at a position corresponding to a molecular weight of 33,000.