Innovation in adult education has historically been brought about by voluntary agencies. The classic Workers' Education Association-university partnership is being expanded by new collaborations among providers of community-based adult education. (SK)

Summarizes a study that describes, interprets, and appraises the "ecological" character of two Waldorf schools to shed light on Waldorf education and education in general. Focuses on Waldorf educators' general intentions, what happens in classrooms, the educational significance of Waldorf theories and practices, and implications for…

Responses from 85 of 250 deans/directors of nontraditional higher education programs identified current challenges: organizational restructuring, mainstreaming of adult students, lack of adult financial aid, long-term program funding. Nontraditional education should be represented not as an alternative but as a fundamental component of higher…

Although experiential learning has value, "diploma mills" that offer college credit for life or work experience are not a legitimate means of accommodating nontraditional adult students. (SK)

Home-schooling students in the Cupertino Union School District, California, are enrolled at one alternative school. Each home-schooling family is assigned a resource teacher who is responsible for meeting with students and parents at least once a month. The district provides a variety of materials and services. (MLF)

To improve its alarming dropout rate, a southwestern Texas school district instituted the PRIDE Center, an alternative high school featuring self-paced curricula and flexible timetables for beginning and completing coursework. School social workers formed an ancillary coalition of community, business, and family forces to support prevention,…

Describes a 3-year vocational education cooperative demonstration program carried out in 10 schools and funded by the U.S. Department of Education. These comprehensive programs include skill training and applied academics and have proven successful in keeping at-risk students in school. (JOW)

In the controlled environment of prison education, students can learn to be creators of their own learning and to cooperate with others in pursuit of knowledge. They assimilate important social and thinking skills that can produce individual empowerment and prosocial awareness. (SK)

The Governor's School of North Carolina (West) serves 400 gifted high school students each summer with a curriculum of cognitive development, conceptual development, and personal and social development. This paper describes the theory of the school, student selection, and plans for the future. (JDD)

Minneapolis' Connection Center provides interim education for dropouts in a permanent alternative setting. History Alive! uses problem-solving group work, interactive slide lectures, experiential exercises, response groups, and interactive writing to engage learners in social studies. (SK)

Describes Re-ED (Reeducation of Emotionally Disturbed Children) classroom model developed at Positive Education Program in Cleveland, Ohio. Conceptualizes model as series of four concentric systems, beginning with foundation of values and focusing inward to personal needs of students. Contends that successful program must attend to critical…

Examines aspects of informal learning: (1) credit toward formal qualifications; (2) the value of nontraditional knowledge; (3) learners' awareness of their own learning; and (4) sensitivity of informal learning to context. Concludes that informal learning does not fit with the narrow view of knowledge in formal education and learners are often…

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)