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An examination of the growth and development of alternative schools in American society and their role in the public school environment.

In Alternative Schools: A Reference Handbook , educator Brenda Edgerton Conley surveys the emerging alternatives to our conventional educational system--a system that is not only costly, but ineffective for many children.

In a resource aimed at a broad audience--school administrators, politicians, and, most important, parents--Conley offers both a historical and a present-day perspective on alternative educational programs. What sets the alternative education movement apart, she argues, is its acknowledgment that we all learn differently. That knowledge has given rise to an explosion of exciting alternatives--from open schools to home schooling, from charter schools to church schools. These alternative schools are smaller and less bureaucratic, more responsive to the community, and more receptive to change.

Tabla de contenidos provista por Syndetics

• Series Editor's Preface(p. xi)
• Preface(p. xiii)
• Chapter 1 Introduction(p. 1)
• References(p. 17)
• Chapter 2 Chronology(p. 21)
• References(p. 30)
• Chapter 3 Who's Who in Alternative Education(p. 31)
• References(p. 41)
• Chapter 4 Alternative Learning Options(p. 43)
• After-School Programs(p. 43)
• Alternative Schools(p. 44)
• Blue Ribbon Schools(p. 44)
• Charter Schools(p. 44)
• Design-Based Schools(p. 45)
• Elementary School Model(p. 46)
• General Educational Development Certificate(p. 46)
• Home Schooling(p. 47)
• Interdisciplinary Teaching(p. 49)
• Middle School Model(p. 49)
• Privately Managed Public Schools(p. 50)
• Programs for At-Risk Students(p. 50)
• Proprietary Schools(p. 51)
• Real Context for Learning(p. 51)
• School Choice(p. 51)
• Public Schools Versus Private Schools(p. 52)
• Types of School Choice(p. 52)
• School-Within-a-School(p. 53)
• School Without Walls(p. 54)
• Schools Organized Around a Single Unifying Theme (Magnet Schools)(p. 54)
• Virtual Schools(p. 56)
• Vouchers(p. 56)
• References(p. 58)
• Chapter 5 Curriculum Methods, Innovations, and Alternative Curricular Programs(p. 61)
• Alternative Learning Environments(p. 62)
• Changes in the Classroom Environment(p. 62)
• Scheduling Options(p. 62)
• Extended Learning Time(p. 63)
• Curriculum Methods and Innovations(p. 64)
• Accelerated Learning Techniques(p. 64)
• Active Learning(p. 64)
• Authentic Assessment(p. 64)
• Career Education(p. 64)
• Character Education and Conflict Resolution(p. 65)
• Consumer Education(p. 65)
• Critical Thinking/Effective Questioning(p. 65)
• Drug and Alcohol Abuse Education(p. 65)
• Environmental Education(p. 66)
• Ethnic and Multicultural Education(p. 66)
• Muti-Age Grouping(p. 66)
• Open or Informal Education(p. 66)
• School/Family Partnerships(p. 67)
• Sex Education(p. 67)
• Alternative Curricular Programs(p. 67)
• Multiple Subject Areas(p. 67)
• Reading/Language Arts(p. 85)
• Mathematics(p. 88)
• Science(p. 92)
• References(p. 95)
• Chapter 6 Public Alternative Schools and Alternative School Programs(p. 99)
• References(p. 114)
• Chapter 7 Private and Independent School Options(p. 115)
• References(p. 126)
• Chapter 8 Organizing and Administering Alternative Schools and Programs(p. 127)
• Identifying the Challenge(p. 132)
• Defining the Challenge(p. 133)
• Exploring Alternatives(p. 137)
• Turning Ideas into Action(p. 139)
• Developing a Plan(p. 139)
• Acting on the Plan(p. 141)
• References(p. 142)
• Appendix A Design Principles for an Effective Alternative Program(p. 144)
• Appendix B Program Planning Process(p. 145)
• Appendix C Initial Planning Process(p. 146)
• Appendix D Strategic Plan Outline(p. 147)
• Appendix E Common Definitions for Developing the Strategic Plan(p. 148)
• Appendix F Interview Schedule for a Study of Contemporary Alternative Schools(p. 150)
• Appendix G Some Questions You Might Ask of Alternative Education Providers(p. 154)
• Appendix H Mission Statements(p. 155)
• Appendix I Evaluating a Mission/Vision Statement(p. 161)
• Appendix J Affinity Diagram(p. 162)
• Appendix K Brainstorming(p. 163)
• Appendix L Stages of Concern According to the Concerns-Based Adoption Model (CBAM)(p. 165)
• Chapter 9 Evaluating Alternative Schools and Programs(p. 169)
• Focusing the Evaluation(p. 170)
• Collecting Information(p. 171)
• Organizing and Analyzing Information(p. 171)
• Reporting Information(p. 171)
• Administering the Evaluation(p. 172)
• References(p. 172)
• Appendix M Evaluation Information Collection and Analysis Worksheet(p. 173)
• Chapter 10 The Future of Public Alternative Education(p. 175)
• References(p. 178)
• Appendix N Statement of Principles of the Steering Committee of the Network of Progressive Educators, Drafted on November 10, 1990(p. 179)
• Chapter 11 Directory of Organizations, Associations, and Government Agencies Associated with Alternative Schools, Alternative Programs, and Alternative Education(p. 181)
• Chapter 12 Selected Print and Nonprint Resources(p. 229)
• Major Educational Reform Reports (Listed by Date)(p. 229)
• Reference Publications(p. 230)
• Bookstores, Publishing Companies, and Networks(p. 232)
• Recommended Reading List(p. 242)
• Glossary(p. 245)
• Index(p. 257)
• About the Author(p. 274)

Reseñas proporcionadas por Syndetics

Booklist Review

Three new titles in the publisher's Contemporary Education Issues series, offering overviews, chronologies, glossaries, and resource lists.

Notas de autor provistas por Syndetics

Brenda Edgerton Conley is chair of teacher education programs and assistant professor in the graduate school at the University of Maryland University College, Adelphi, MD.