There is mounting evidence that the best way to serve the needs of both educators and of enlightened change is to adopt a highly flexible, interpersonal approach with a bare minimum of preconceptions and organizational props. (MM)

The question of the effectiveness of CBTE is discussed by way of definition, a look at its generating forces, the responses to CBTE, its immediate impact, and its long term impact. (MM)

The recent development of correspondence education in China is discussed and the contributions of correspondence education to the revolutionary struggle are assessed. (Author/DB)

There are three alternative means for granting college credit for learning achieved outside the academy--credit for non-collegiate courses, credit by examination, and credit for experiential learning. Discusses how each works and how each challenges traditional patterns. (Editor/RK)

Article is a description of an evaluation conducted by the center for New Schools for an innovative program in the Cleveland Heights, Ohio schools. The rationale for the use of ethnographic methods and problems that arose from the CNS experiences are discussed. (RW)

Curricular change requires fundamental changes in school organization to be effective. Argues that this can be accomplished "without undue strain and anxiety for the staff". (Author/RK)

The advantage of a multi-cultural program is that it can avoid the risk of ethnocentrism and provide for the self-worth of each individual in the student population. However, before proceeding to develop such a program, it must be determined if such a program will meet the needs and desires of the students and the community. (Author/NQ)

Introduces a series of articles discussing what has been learned about collaboration between regular and special education, school reform as it relates to past knowledge, and future endeavors regarding students with learning disabilities. Summaries of each of the nine articles in the series are included. (CR)

Clarifies the assumptions on which three categories of alternative schools are based: the innovative school, the reform school, and the "beef 'em up and send 'em back school." Describes four assumptions influencing the function of alternative schools, such as broken kid versus broken system, and examines schools' missions. (RJM)

Focuses on state legislative mandates that have spurred the creation of alternative programs. Provides a simple outline of the different types of alternative schools, best practices in key areas, the rise of charter schools and magnet schools, and a summary of recommendations for creating the most effective alternative schools possible. (RJM)

Describes the development and implementation of a stand-alone computer assisted learning package for the manufacturing division of Digital Equipment Corporation. Trial tests of the courseware showed gradual improvement suggesting that computer assisted learning has considerable potential in industrial training. Identifies several issues to be…

Discussion of educational technology innovations focuses on some of the behavioral challenges facing the drive toward multimedia instruction and suggests a method by which instructor resistance to technological change can be lessened or eliminated based on the concept of self-efficacy. A typology of instructors is explained. (Author/LRW)

Describes some of the ways public schools are coming up with innovative methods to help students stay out of gangs. Examples from urban high schools in New Mexico, California, and Arizona illustrate creative solutions based on personal relationships and projects that engage students' interest. (SLD)

Describes how Skagit Valley College (Washington) addresses program-level learning outcomes assessment. Reports that the activities and requirements related to the college's participation in the League for Innovation in the Community Colleges' 21st Century Learning Outcomes Project have encouraged a more comprehensive assessment effort. (Contains…