This article presents: (1) an overview of some ideas about the diffusion of educational innovations; (2) a brief review of the literature in the field; and (3) some guidelines for developing curriculum innovations. (MM)

Outlines the history and present activities of an organization of child-centered educators in France. It was founded in 1926 by Celestin Freinet. (IRT)

Society must create--in connection with schools or apart from them--new ways to help young people learn about "becoming adult." (Author)

Describes Chicago's Learning Exchange, an organization for connecting persons in the community who want to learn/teach something with those who want to teach/learn that thing. (Author/DC)

Education improves when money is scarce because innovations and marginal programs are cut and the schools return to teaching the fundamental skills. (IRT)

Argues that the self-contained classroom cannot guarantee superior results over sound innovative approaches and that intelligent application of innovation can enhance the teaching and learning of everything, including basics. (Author/JG)

Shift workers are often excluded from educational opportunities on and off the job. General education and leisure learning needs are addressed less than job-specific training needs. Providers should consider open/distance learning, creative marketing, targeted funding, and consortia of employer-developed programs. (SK)

Proposes modernizing the MBA curriculum to counter deficiencies in three ways: (1) by developing a common knowledge base; (2) by creating a series of updated business tracks; and (3) by providing students with practical "hands-on" business experiences. These changes address needs for knowledge about new and emerging industries, global…

Overviews progress in the interconnected realms of early childhood policy, management of local agencies, front-line practice in classrooms and communities, and experiences of young children and their families. The nation lacks a coherent system to fund, manage, govern, and support quality in local early childhood education agencies. (MLH)

Discusses restructuring education and relates some personal experiences. Offers some ideas for getting started. (PRA)

To influence lasting change in schools, principals must study general research findings, understand people's reactions to change and the limitations of effective schools research, examine sources of change, work to develop an effective leadership style, analyze structures affecting change, use outside facilitators, review and select planning…

The charter-school movement radically changes the existing system, deeming it unrescuable. The superficial conceptual rationale for creating these complex new settings will engender implementation processes that practically guarantee charters' failure. Matters are not helped by enthusiastic proponents who egregiously underestimate the consequences…

Describes a small-scale school/college partnership first from the teacher's lens and then from the teacher educator's lens. Discusses 13 critical issues that have emerged from two years of working together. (SR)

A stakeholder approach to curriculum development for business education applies perspectives of multiple constituencies to functional areas such as accounting, finance, marketing, and management. It can be applied to integrated or standalone courses and encourages team teaching and teamwork. (SK)

Describes the Gateway Apprenticeship Program, an alternative education experiment in the form of a traveling high school that visited a variety of states and countries. Discusses educational opportunities, costs, the growth of a sense of community, and the importance of learning about other ways to live as well as other ways to educate. (LRW)