Despite the resurgence of political conservatism, between 1990 and 1920 there were about 100 English-speaking socialist Sunday schools in 65 U.S. cities. These schools represent a dynamic opposition movement to American and Canadian public school influences. This article praises Kenneth Teitelbaum's earlier "Curriculum Inquiry" article…

Considers whether Freire's problem-posing teaching methods are appropriate in the United States. Examines student-centered approaches in the context of differences between Brazil and North America, particularly cultural pluralism. (SK)

Israel's external high schools are nonselective and prepare mainstream dropouts from academic and vocational tracks to take matriculation exams. However, this alternative system is used primarily by students from dominant social groups and, therefore, widens ethnic and socioeconomic gaps in education and opportunity for social mobility. Contains…

Teaching to style represents a philosophical change from tradition to a mutual embrace of learning accountability. Control is relinquished in exchange for leadership. Students win by learning to value themselves and others. Teachers win by presiding over classrooms disciplined by mutual respect and enlivened by a celebration of diverse skills and…

Many British academics have trained in circumstances outside the mainstream of British higher education. They appear to have avoided the formal and informal restrictions applied to the mass of students. An associated issue is the lack of any clear purpose in graduate study in Britain as employers continue to recruit recent graduates with little…

A study compared experiences of nontraditional students at two campus types at Miami University (Ohio): a traditional campus where older students constitute a small minority of the student population, and two branch campuses where there is a substantial number of older students. Results indicate areas in which lack of age diversity may have an…

A Washington high school's new school-to-work initiative requires students to demonstrate their learning and exposes them to alternative learning venues. Students assemble portfolios that document their learning, summarize their learning before the community, and outline postgraduation plans. Implementation tips are presented. (MLH)

Continues discussion of distance-education systems based on a model consisting of students, teachers, administrators and other professionals in schools, universities, libraries, and other institutions (presented in previous issue). Discusses place- and time-bound education systems; dynamics of education on demand; and characteristics of…

Compares the effectiveness of educational interventions conducted in classroom and nontraditional settings in improving environmental behavior. Classroom interventions improved environmental behavior more effectively than interventions in nontraditional settings. (Author/CCM)

Offers an overview of the problems faced by at-risk students in alternative-school settings. Reviews research examining elements (curriculum, behavior, and teacher competencies) of successful alternative-education programs that support at-risk youth academically and socially. (SR)

Discusses the purpose of alternative assessment in language arts classes in the middle school setting. Notes how alternative assessments encourage higher order thinking skills, provide an alternative to failure, encourage students to experiment, and keep teachers interested. Provides directions and scoring guides for examples of alternative…

Examines the effect of the Paideia Seminar writing programs on state writing test scores for one North Carolina middle school. Discusses the role and purpose of the Paideia Seminar and its implementation at the school, and subsequent changes in writing test scores. (JPB)

Determines the relationship between the presence of traditional classroom assessment (tests and quizzes) and the science achievement of students in elementary methods course at East Carolina University. (Author/CCM)

Provides a participant's commentary on a seminar discussing authentic progress in innovative educational practices such as those of Maria Montessori and Frank Lloyd Wright. Notes that there was agreement among participants regarding basic parameters around which innovation within limits was possible. Concludes that innovation is possible when…

Ron Miller, founder of the journal "Holistic Education Review," discusses his intellectual background in humanistic psychology and historical studies, definition of holism in education, the holistic approach as an answer to the reductionist and fragmented modern era, founding of the journal as a form of activism, and the incremental nature of…