Tongue-in-cheek Tolkien-like impressions of a conference on open education (Kerhonkson, New York, May 1973.) Strong jargonese overtones imply a high futility level score for this, and many other such conferences to which educators flock. (EA)

If principals are to succeed in the process of change then they must develop a knowledge of the factors that influence change. (Author)

Urges that an environment must be created in which alternative programs can flourish within and between schools. (JF)

Describes a visit to alternative schools in Berkeley, California. Also contains an interview with the Berkeley superintendent of schools. (JF)

Some problems inherent in the English Open Schools concept. (JF)

The model schools program at Edgewood is presently in its third year of implementation. When making program modifications, a strong effort has been made to support decisions with evaluative data. (Author/MF)

A list of books and articles, periodicals, centers, and clearinghouses dealing with educational alternatives. (JF)

Reflections on what is and is not popular knowledge about education, including widespread misinformation about open education, testing, and nonschool influences on students. (IRT)

A discussion with an unauthoritarian innovator. Covers his belief in open education, the establishment and operation of the New School of Behavior Studies in Education, and the changes occurring in education in North Dakota. (DN)

A day in an innovative elementary school in London. (JF)

A selection of books, articles, pamphlets, and films on open education. Many of the books cited contain comprehensive bibliographies of their own. (Author/DN)

The present hierarchical relationship between school and central office is examined. An alternative decentralized system is suggested as a way to make open education possible and to bring about humanization. (Author/DN)

Describes the roots and components of the alternative schools movement. (JF)

Describes Philadelphia's massive program of alternatives at the secondary school level. According to the author, more than fifty alternative programs are now in existence -- some within a school, some functioning as annexes in off-site locations, and others operating as semiautonomous organizations. (Author/JF)

Some significant differences between the English primary school and the U.S. elementary school are pointed out. A discussion of organizational changes that would facilitate the introduction of informal education in America. (Author)