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The decision to approach music curriculum from an should include a consideration of all the possible interdisciplinary perspective benefits and drawbacks. A A L he idea of integrating curriculum is not new. Interdisciplinary learning, teaching, and curriculum came to the fore as part of the progressive educational movement of the early twentieth century. Language arts and social studies, school subjects taken for granted in today's elementary curriculum, are themselves interdisciplinary versions of several former separate subjects. However, the current trend takes us beyond those prior attempts to coalesce, for instance, history and the social sciences into something called social studies; or grammar, declamation, and literature into something called language arts. The movement today is dedicated to crossing new frontiers among school subjects.Those who have attempted to integrate various curriculum areas have always faced the question of which subjects lend themselves to this endeavor and how those subjects might be most advantageously combined. Literature and history seem a natural fit, but does it make sense to Arthur K. Ellis and Jeffrey T. Fouts are both professors of education at Seattle Pacific University in Seattle, Washington.An interdisciplinary curriculum is aimed at helping students to find connections between subjects and to use different ways of knowing. try to integrate, for instance, music and life sciences or mathematics and art? Persuasive arguments have been made that such is the case, but an abiding concern that emerges when such things are advocated is, "Does this arrangement produce superior results? Do students learn as much or more when the traditional subjects are presented in combination?" Music educators interested in integrating music into the curriculum will undoubtedly be faced with the question of the efficacy of an interdisciplinary approach in general and music integration in particular. If paramount MUSIC EDUCATORS JOURNAL 22 at VIRGINIA COMMONWEALTH UNIV on March 15, 2015

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The purpose of this study is to determine the effects of metacognitive strategies and content‐specific feedback on student achievement in high school mathematics. Participants consisted of a convenience sample of students in honors geometry. An analysis of variance with repeated measures was employed to address the research questions. For both the posttest and retention test, students in the experimental group significantly outperformed the students in the comparison group. However, students scored lower in the retention test than the posttest. The findings of this study offer a modest contribution to the body of empirical research on the impact of metacognitive practice and content‐specific feedback on academic achievement at the high school level.