Discusses the results of a survey on the academic preparation and previous professional experiences of public and private college and university presidents. (Author/WD)

New knowledge on the evolution of the brain helps to explain human behavior and learning patterns. Threat is implicit in our school system, according to the author, and this atmosphere severely inhibits full use of the New Mammalian brain. (Author/WD)

Takes issue with Leslie Hart's concept of the triune brain. Argues that there is no evidence showing the three brains are at war with each other for control or that the threatening classroom inhibits the New Mammalian brain. (Author/WD)

The behaviorist view of man, that he is only another animal with some extraordinary features, places him at odds with the taming socialization process that goes on in the schools. Schools should offer an expansive environment, activity oriented rather than passive. (Author/WD)

Discusses the initiation and development of the Citizenship Education Project in Texas, based on the concept of infusing citizenship objectives into the social studies curriculum. (Author/WD)

Through a comparison of an experimental and a control school, the author concludes that multiage groups make little difference in mean basic skills achievement (with the exception of vocabulary building). However, multiage grouping does seem to engender positive attitudes towards school. (Author/WD)

Discusses the advantages of the SCHOOLDISC project, a videodisc program designed to provide stimulus materials that complement classroom instruction, and takes issue with Pauline Gough's article contrasting SCHOOLDISC and "ThinkAbout." Includes a response from Gough. (WD)

Describes the Special Olympics in Auburn (Alabama) and the commitment, energy, courage, and support that make them "special." (Author/WD)

A questionnaire distributed to 25 school systems across the U.S. reveals that a majority of secondary school students have positive feelings about their schools and their teachers. Building administrators drew the most negative responses. (Author/WD)

Describes the origins of alternative schools within U. S. public school systems and the reasons for their rapid proliferation. (Author/WD)

Identifies five factors that appear to have contributed to the survival of several firmly established programs in the alternative school movement. (Author/WD)

The John Ball Zoo School, an alternative program for highly motivated sixth graders, prepares independent learners to tackle the problems of life in the 21st century. (Author/WD)

The Statements about Schools Inventory, designed to assess how well a school is satisfying the needs of its students, has gathered evidence that alternative schools come closer to satisfying student needs than do conventional schools. (Author/WD)

Discusses ten principles, evolving from the authors' experiences at South Boston High School, that form the core of a new view of schooling and its relation to the society it serves. (Author/WD)

Reviews the contributions of alternative schools to public education over the past decade and predicts diversity and success for the movement in the 1980s. (WD)