Describes the decision-making structure of the Cambridge Alternative Public School. The structure includes participation by teachers and parents. (IRT)

Examining the legal and quasi-legal constraints which nontraditional programs, particularly experiential programs, must face if they wish to attain or maintain visibility, this article points to the need for recognition and monitoring of relationships among various legitimizing agencies and suggests the implications of these relationships for…

All the people at Rhodes are optimistic that the humanistic approach of the house concept organization can offer students in large inner city schools the sense of family needed before any educational program can work. (For availability, see EA 507 405.) (Author/IRT)

New concepts of adult education underlie the development of recurrent education programs as one type of nonformal or out-of-school learning. (LBH)

Originally designed to meet the needs of students at international schools forced to pursue their education across national frontiers, the International Baccalaureate provides an integrated course of study and set of examinations that follow the classical liberal approach to education, emphasizing a balance of scientific studies and the…

Discusses distance learning at East Mecklenburg High School (Charlotte, North Carolina), a demonstration site for the North Carolina Information Highway. Highlights include community/adult education, hardware, costs, video and sound equipment, distance learning class scheduling, and future outlooks. (AEF)

Argues that the practices of English studies are defined not only by the obvious variety of objects and methods of inquiry but also by competing divisions of service. Calls for a reconfiguration of the geography of the discipline's service functions with the goal of developing new ways of reaching extra-disciplinary student and community…

Interviews with eight women enrolled in gender-nontraditional associate degree programs at a community college revealed that most were preparing for work out of economic necessity, chose nontraditional occupations for better pay, and had strong female role models. Most instructors and peers provided a welcoming environment that outweighed a few…

Discusses the process of accreditation for the elementary education program at Boricua College, New York (New York), a nontraditional college for adult Latino students that stresses educational facilitation as its teaching philosophy. Through communication and maintaining a responsive relationship while remaining true to its principles, Boricua…

A rural Minnesota district school board unanimously approved a charter school. Several considerations led to the approval for Minnesota New Country School: greater emphasis on technology and more community involvement. In addition, the board saw the plan as a potential model for nontraditional instruction and administrative strategies. (MLF)

Describes a rigorous, individualized science curriculum in an alternative program that gives students some choice of what to study and provides them with their own time frame in which to work. Discusses design and implementation, high standards for all, and benefits and bonuses. (JRH)

At the University of Glamorgan (Wales) business school, students entering through traditional routes were compared with those following the competency-based approach of the National Vocational Qualifications (NVQs). The latter outperformed traditional students on most assessments, indicating that NVQs can widen access to higher education without…

Centerstone Community Mental Health, a private nonprofit agency based in Nashville, Tennessee, has responded to community needs by establishing new service programs to address them with whatever funding is available. Three described here are: an alternative school for students who cannot make it in public schools, school-based mental health…

Evalutes modules based within alternative learning environments developed to provide students with experiences outside traditional medical, scientific, or academic cultures. (DDR)

Identifies some reasons why public schools will never be for everyone, considering how the tenacity of the public school image makes change difficult for public schools. Examines how the relationship between public school officials and home schoolers might be mediated in a way that benefits both groups of educators. (Author/SM)