This study provides a test of a theory which suggests that student perceptions of their classroom environment affect their attitudes toward science. Using the statistical technique of cluster analysis, 27 high school science classes were divided into three distinct clusters which were most distinguishable by the amount of involvement, affiliation with students, teacher support, order and organizations, and innovative teaching strategies. One of the clusters provided a classroom environment which was significantly different from the other two and the students in that environment had more positive attitudes toward science. The dimensions of the classroom environment which make a difference are those which teachers may develop and change in order to enhance the science attitudes and, possibly, the science achievement of their students.

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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