In well-established disciplines there is largely traditional agreement about what subject areas should be included. When new disciplines emerge, decisions about their content seem more problematic. This article answers the questions of what distance education as an academic teaching discipline should cover. (Availability: Open University, 70…

Describes the Council on Postsecondary Accreditation/Kellogg Project, whose purposes were to identify the essential elements of non-traditional study programs; to develop a classification, guidelines, and evaluation procedures for such programs; and to propose a policy for more uniform approaches by accreditation commissions. Outlines project…

The academic success of students with previous open school experience who entered structured or traditional schools was impeded. (MM)

A discussion by its director of the establishment and the three years of operations of Central Park East, an alternative public elementary school in Manhattan. (JM)

Reflects upon the attributes of children's republics relative to the preparation of children for life outside the family. Argues that it is theoretically possible to incorporate the basic elements of children's republics into the institutional framework of the public school if educational policy fosters self-administration and shared…

Suggests that bureaucratic practice can best be understood from within the Fordist framework, and that the distinction between machine and bureaucracy is no longer as significant as the distinction between bureaucracy and postbureaucracy. Notes the significance of these issues in distance education and open learning policies and practices.…

Reports on programs in Western Australia where interactive educational television is being used in broadcast modes for distance education and open learning courses. Discusses the impact of the interactivity on the quality of the broadcast programs from an instructional perspective. (Author/AEF)

Summary of Proceedings of the Conference sponsored by AHEAD, the Association for Humanistic Education and Development of the New York State Personnel and Guidance Association at the Maritime College at Fort Schuyler, State University of New York, April 1975. (Author)

A discussion of the centrality of the need for and a commitment to the concept of heterogeneous grouping as the basis for open educational alternatives, aimed at supporting each and every child's development by valuing his educability, potentiality, and the positive connotations of difference. (EH)

Published by National Open Education Association, Center for Open Education, Box 6345, Norfolk, Virginia 23508.

A project aimed to identify the staff development needs of tutors involved in the OWTLET (Other Ways To Learn--Educational Technology) open learning scheme and to pilot supportive strategies. To ascertain a broad view of inservice tutor training requirements, the first phase of the project was devoted to a literature review, student and tutor…

This paper outlines a program utilized in the Countryside School which offers alternative learning environments in the elementary school. The program includes (1) semi-departmentalization; (2) team teaching; and (3) an open-alternatives program. Each of these areas is outlined and fully discussed in terms of student and parent needs. (YRJ)

This bibliography is divided into eight subsections. The first section lists articles on community schools and schools without walls. The second encompasses the effects of alternative education. Student attitudes, academic achievement, and parental reaction are some of the variables assessed in the articles in this section. The third section is on…

Resources in Education and the Current Index to Journals in Education were computer searched to identify documents and journal articles which discussed various methods of evaluating the effectiveness of alternative schools and also presented such evaluation studies. The bibliography covers the evaluation of alternative schools at both the…

This paper is a discussion of The Churchill School, founded in 1972 as an alternative approach to serving the educational needs of children diagnosed as hyperactive, hyperkinetic, brain damaged, neurologically impaired, or suffering from minimal brain dysfunction. The school has a student body of 65, ranging between 6 and 13 years of age. The…