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TITLE EA 006 189 Alternative Education: an Introduction, A DOCUMENT RESUME ED 091 833 EA 006 189 TITLE Alternative Education: An Introduction, a Special Report on Pasadena, California, and a Bibliography. Oregon School Study Council Bulletin, Vol. 17, No. 10. INSTITUTION Oregon School Study Council,, Eugene. PUB DATE Jun 74 NOTE 36p. AVAILABLE FROM Oregon School Study Council, 124 College of Education, University of Oregon, Eugene, Oregon 97403 ($2.03) EDRS PRICE MF-$0.75 HC-$1.$5 PLUS POSTAGE DESCRIPTORS *Administrator Guides; *Alternative Schools; *Annotated Bibliographies; Educational Change; Educational Trends; Elementary Schools; *Information Sources; *Program Descriptions; Secondary Schools IDENTIFIERS California; Pasadena ABSTRACT The rapid increase in the number of alternative schools in the past two years suggests that today's educator should closely examine the topic--whether with a view toward promoting such options or simply in the interest of keeping abreast of major developments that affect American education. This btilletin givesan introductory overview of the alternative school movement and an informal report on the Pasadena Public Schools, a system that successfully utilizes several different kinds of alternatives. Also included in the publication are an annotated bibliography and other sources of information on educational alternatives. These sources include organizations, resource people, ERIC documents (annotated), books, and periodicals. (Author/DN) 1 TV' U S DEPARTMENT OF HEALTH, EDUCATION IWELFF,RE NATIONAL INSTITUTE OF EDUCATION IHI, DOCUMENT HAS BEEN REPRO EU EXACTLY AS RECEIVED FROM iHE PERSON OR ORGANUATION ORIGIN teN At 1Nr; IT POiN1S0i VIEW OR OP.NIONS STATED 00 NOT NECESSARILY REPRE r Ns\ SENT OFFICIAL NATIONAL INSTITUTE Of co EDO- ATION POSIIGN OR POLICY r-4 4 @MC [Pall LF-TIO ALTERNATIVE EDUCATION: An Introduction, a Special Report on Pasadena, California, and a Bibliography Individual copy - $2.00 Quantity price available on request TABLE OF CONTENTS Page INTRODUCTION 1 PASADENA. CALIFORNIA: PUBLIC ALTERNATIVES BIBLIOGRAPHY 17 Organizations 17 Resource People 17 ERIC Documents (Annotated) 18 Books 26 Periodicals 27 #.0 PREFACE We live in a restless time, a consumer more options, more time of social upheaval, of choice in what is to be learned economic and political turmoil, and how it is to be learned. of bitter criticism of the Although criticism of public "establishment." All of our schools is by no means new, and public institutions have come every generation has produced its under fire in recent years, but reformers who would"break away none so consistently or so severe- from traditional forms and go ly as our public schools. Stu- back to natural methods," the dent riots, teacher saikes, and current wave of interest in taxpayer revolts are but sympto- alternative schools seems to be matic expressions of deep-seated more than just another tad. It and widespread discontent with is perhaps a partial answer to the public school system. As the rising tide of demands for many as forty percent of Ameri- the schools to be more responsive ca's educational consumers are to the needs of the people. The dissatisfied with what they are rapid increase in the number of being offered by the public edu- alternative schools in the past cation enterprise. two years suggests that today's In the past, when thwarted by educator should closely examine the rigidity and traditionalism the topic--whether with a view of public schools, many dis- toward promoting such options or contented or unconventional pub- simply in the interest of keeping lic school participants simply abreact of major developments dropped out of the system. To- that affect American education. day, an ever-increasing number of This Bulletin gives an intro- educators, students and parents ductory overview of the alterna- are demanding instead that the tive school movement and an in- system change to 'offer the formal report on the Pasadena Public Schools, which success- Bulletin is an annotated bibli- fully utilizes several different ography and other sources of fur- kinds of alternatives. This re- ther information on educational port is excerpted from a presen- alternatives. Editorial work tation given at an Oregon Asso- done by Herman Hughes, Andrea ciation of School Administrators Held, and Julieanne Thompson is (OASA) seminar, January 28-31, acknowledged with appreciation. 1974. Also included in this Kenneth A. Erickson Executive Secretary INTRODUCTION While counterculture groups it is impossible to give an ade- have been setting up their own quate single definition. There private alternatives to public are, however, some distinctive schools for some time, reform- characteristics that could help minded schoolmen have only re- to distinguish most alternative cently begun to create options schools from conventional ones. for students within the public These include (from NASSP Curric- school system. Today some sixty ulum Report, March 1973): school districts across the na- a. Alternative schools are significantly different tion are either operating or from their conventional developing alternative schools counterparts in curric- ulum and in instructional which enroll thousands of stu- practices. dents from every socio-economic b. They strive for greater in- level. The rate at which alter- volvement of staff and stu- dents in decision making native schools are emerging makes than is the case in most it difficult to provide accurate conventional schools. numbers, but a recent estimate c. They are more flexible and, therefore, more responsive puts the total figure for alter- to evolution and planned native elementary and secondary change. schools at more than 3,000, and d. They tend to make more extensive use of community one projection indicates that resources and facilities. there will be close to 20,000 e. They usually have a commit- such schools in operation by ment to be more responsive to some community needs than 1976. (NASSP Curriculum Report, conventional schools have March 1973) been. Just what is an alternative f. They are most often compar- atively small schools, with school? There is so much diver- student bodies ranging from sity in the use of the term that 30 to 400. What makes the alternative in their goals and in the struc- school concept different from tures they have developed to other experimental and innova- achieve these goals. Some alter- tive programs?After all, native schools are designed to schools have for some time of- offer the student the option of fered special programs for following his own work style. special students--dropouts, Some are designed to appeal to pregnant girls, the disruptive certain life-styles or cultural student, the handicapped, the groups. Some stress special in- sl64 learner and the super- terests and skills in areas like bright. The chief difference ecology, futuristics, or the per- is that alternative schools forming arts. Still others seek represent options for the more to promote radical change in average student, not just the society. Some of the more common special case. Also, they are types are (from os2cAllartera not being developed by educators Report, Fall 1973): alone; students and parents often a. Open Schools. Learning activities in these schools play a major part in planning and are more individualized and implementing the alternatives. are organized around learn- ing centers within a class- Students also are free to choose room or within the school or reject the alternative school. building. No student is arbitrarily placed b. Magnet Schools and Learnin Centers. Some a ternat ve into the school nor pressured in- --Ehools are oriented toward to attending, as is the case with a specific interest area; e.g., the visual and per- many other programs. (Nation's forming arts, the musical Schools, November 1972) arts, the scierces, envi- ronmental studies. Some- Alternative schools span a times these schools are for broad spectrum of styles from the gifted young people. free-wheeling schools-without- c. Schools-Without-Walls. This type of school makes exten- walls to the highly structured, sive and systematic use of which uses programmed instruction community facilities for educational purposes, hold- and follows strict behavioral ob- ing classes in office jeCtives. They differ strikingly buildings, museums, and 2 public libraries. more useful job skills. Some of these career d. Drop-out) Drop-in Schools. schools are federally 4 These are drop-in centers funded. for youngsters who have Proponents of the alternative dropped out of regular high schools, and for school lovement are, for the most potential dropouts. Some-, part, not educational anarchists times the educational pro- gram is combined with a or social revolutionaries, but community-living center. humanists who believe that stu- e. Alternatives for Disruptive dents will learn better in con- Students. Some schools are trying to stabilize their genial surroundings.They urge conventional schools by only that students (or their par- creating alternative schools with programs de ents) should have a choice, not signed to give school- only of subjects to be studied, rejects--disruptive stu- dents--enhanced self-images but of styles of learning; that and other kinds of help. they should be free to choose a f. Free Schools. These formal or an informal school, a schools tea" to be more radical in ideology and structured or an individualized looser in structure than curriculum, a demanding or an other alternative forms, striving to help young encouraging atmosphere. They people and adults learn to seek to extend the currently live together in an atmos- phere of freedom. Most widespread elective subject sys- free schools are non-public. tem from mere choice of subjects g. Freedom Schools. Chiefly to a choice of ways of working. community-based and developed, these schools (Editorial, Phi Delta Kappan, are operated by and for March 1973) blacks and other ethnic minority groups. They Although the alternative school stress ethnic studies and movement is still relatively new, basic learning skills. Most freedom schools are some writers predict that, as non-public. teachers and administrators be- h.
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