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Disneyland is work disguised as play; school disguised as vacation. While Walt Disney's curriculum deploys across all of its products, it literally engulfs the approximately 50 million "guests" who visit the Disney Parks each year. Drawing on Sarah Ahmed's phenomenological reading of orientation in Queer phenomenology, this article investigates the ways in which Disney's didacticism is made material through practices and procedures designed to orient the park's visitors, to ensure that those visitors always know where they are and who they are, as a means of educating "good" citizens. The argument focuses not on Disneyland's narrative curriculum but on its corporeal one: visitors are enticed to make affective investments, to construct or reconstruct their identities to comply with the Disney version of the ideal American worker and consumer, as the park attempts to reorient those who resist those roles. (Contains 21 notes.)

The special issue of IMPACT ON INSTRUCTIONAL IMPROVEMENT focuses on career education and presents an editorial and six articles in that area. The issue's theme editorial, Differing Views from Differing Perspectives, is by Laurence Aronstein. The articles included are: Infusing Career Education Concepts in the Curriculum, Albert J. Pautler, Jr.; Career Education--Interlude of Vocationalism or Emerging Curriculum Cluster?, Gordon Cawelti; Career Education in New York State, Robert S. Seckendorf; Career Education--Focal Point for Change, Marilyn F. Macchia; School-Industry Cooperative Career Education: A District Model, Donald M. Clark; and Career Education--Where Have I Heard This Song Before?, Diane Gess. A final article by Sally Evans is Using Teacher Evaluation Instruments Effectively. (NH)

Describes a multifaceted administrator leadership workshop that relies on case studies, role playing, and peer coaching exercises to enhance leadership skills. Administrators work collaboratively with staff members to analyze problems, prioritize needs, make decisions, and facilitate these three processes by using a repertoire of group dynamic skills. (MLH)

Describes documents developed for school business officials' self-assessment of seven major skill sets in "Professional Standards," published by the Association of School Business Officials in 2001. Documents are available from Professional Development section of Association's Web site at www.asbointl.org. (PKP)

A Bedford, Massachusetts, middle school lived through a series of critical incidents while moving into site-based management. Flaps developed over minute-taking responsibilities in faculty meetings and a student exchange arrangement with an inner-city middle school. A "pyramiding" process to close the communication gap helped maintain mutual trust. (MLH)