Compares the merits and weaknesses of the alternative school through an examination of some human factors inherent in the competitive process. (Author/RK)

Points to the promising application of service learning for students in alternative education. Discusses basic steps for incorporating service learning into the curriculum. Offers examples of such projects. (SR)

Reprints an article originally published in 1935. Describes the development and background of Danish folk high schools and labor colleges, which were established to promote a hands-on education in response to a democratic groundswell. (RS)

The mini-course offers unusual opportunities for teachers and schools that wish to experiment with new forms. Certain very significant characteristics have to be present in order for the mini-course to be productive and eight important ingredients are listed here. (Author/RK)

Reviews various alternative education programs. Argues that educators need to balance the alternatives offered within a school district, giving choices to a wide range of student abilities, not just to potential dropouts. (FL)

Identifies a set of considerations for school systems and policy makers contemplating the development or improvement of alternative schools, including whether systems need more than one alternative school, how their effect should be judged, organization for instruction and for staffing, and how the learning environment should be arranged. (SR)

Shows how a focus on fixing "problem" students may obscure or ignore school-based problems. Defines school characteristics associated with three types of alternative schools, with competing purposes: to educate, discipline, or heal. Notes ill effects of punitive approaches, and discusses three interrelated factors shown by research to…

Explores the role of the educational counselor in alternative schools, reviewing the literature on the topic. Advocates a broader role for the counselor as a member of the team serving at-risk youth. Outlines counselors' three main responsibilities: client-profile development; consulting and case management; and professional development. (SR)

Advocates moving from a problem-focused model for schools--especially alternative schools--and toward one based on building resiliency: capabilities, strengths, and assets that help people bounce back from adversity. Shows how schools in general do not promote resiliency. Discusses ways to foster resiliency in students and adults of a school…

Author has compiled an impressive bibliography with appropriate annotations of recent publications concerned with the alternative school movement. (Editor/RK)

Describes the reasoning behind and services provided at the Thomas J. Pappas regional education center in Phoenix, Arizona, a magnet school for homeless students from all over the Phoenix area. Notes that the center provides some stability and extensive support to students. (SR)

Argues that, as the weakening of the family and a deteriorating cultural climate for children pervade American society, minority families and black families in particular are disintegrating at an alarming rate. Suggests that creating alternative schools that will expose children, especially boys, to positive role models will help. (RS)

Outlines six successful components of effective programs serving special-needs students in alternative-education settings, with particular emphasis on the mandates of the 1997 Amendments to the Individuals with Disabilities Education Act. (SR)

Analyzes the need for a professional identity for alternative education, and claims that teaching in alternative and correctional settings should be recognized as a legitimate career path. (SR)