A vocational experience is being provided for trainable mentally retarded students during their secondary school years to prepare them to be contributing workers. The article describes the three phases of a vocational program in operation that is designed to meet the needs of these students in an educationally sequential order. (Author)

The authors review nineteen evaluations and reports dealing with alternative schools, examining the structure of the research, findings, and recommendations. In an examination of the research methodology, weaknesses are described and suggestions for improving the quality of future research are made. (MJB)

Notes that behind its unique classroom activities--the foreign language courses and the dance lessons--the alternative school program of the Cincinnati School District is largely a network of unknowns. (Author/AM)

Describes the development of an alternative teacher education program at Ohio State University. (DD)

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)

Alternative schools serve a diverse population and are generally concerned with a much broader spectrum of human development than most public schools. While they are considered faddish by some, they may actually offer an important route to excellence. (MSE)

While nonclassroom learning activities provide tremendous educational opportunities, higher education managers must assess the compatibility of the learning program with the basic attitudes, characteristics, beliefs, and culture of the institution for successful implementation. (MSE)

The literature on nonclassroom learning provides information on the benefits, implementation, costs, and means of assessment and suggests that a key factor in successful implementation is academic leadership. (MSE)

Alternative high schools for adult learners were evaluated in terms of student perceptions of classroom environment and teacher perceptions of school environment. Control groups were from evening technical colleges, a high school with integrated adult and adolescent students, and a conventional high school. Results and conclusions are presented.…

Magnet schools are popular and are spreading, but they are also resisted and resented. These schools challenge the idea that equal educational opportunity requires that the same education be offered to all students. Why magnet schools are under fire is discussed. (MT)

The Better Schools Program began in 1984 throughout Tennessee. This 10-point program improved achievement by emphasizing basic skills, computer skills, increased math and science requirements, special programs, and a redefinition of vocational education. Sensitive issues such as year-round schools and incentive pay for teachers have been…

The author discusses the development of her concept of empowerment and its current expression in a teacher education program. She explores three ways in which she works to empower students in teacher training: (1) invention of curriculum, (2) ongoing peer relations, and (3) child study. (Author/CH)

The Comprehensive Evaluation Model is useful in helping address issues related to program quality, cost-effectiveness, and program improvement. Four levels of program effects can be evaluated: participant reaction, learning, transfer of learning, and organizational impact of the program. (Author/MLW)

Reports on a three-year study of youth released from correctional high schools. Only 1.6 percent of those released eventually finished high school after release. Recommends that correctional schools therefore teach life and work competencies rather than offer traditional high school classes. (CH)