Mary Anne Raywid

Alternative schools as a model for public education

Alternative education differs considerably from most other reform proposals, including open education and progressive education. While the latter seem to have originated from theories, or on drawing boards, alternative education originated and is evolving largely in practice. This considerable difference gives rise in turn to a number of others, and it generates both advantages and disadvantages for alternative schools. Educational scholars often share a particular conception of how educational orientations originate. It is a linear view not unlike the research-

Choice Orientations,Discussions, and Prospects

An examination of the contemporary choice discussion yields four somewhat distinct choice orientations and cases: an education-driven argument for choice; an economics-driven argument; a governance-driven argument; and an argument from particular national policy concerns of the past several decades. Each of these cases is sketched. Some logical and other features of the choice discussion are noted, andfinally some predictions are offered about the likely course of the choice discussion over the next several years.

The democratic classroom: Mistake or misnomer

(1986). The democratic classroom: Mistake or misnomer. Theory Into Practice: Vol. 26, Educational Perspectives, Then and Now, pp. 480-489.

Excellence and Choice: Friends or Foes?

This paper explores the contrasts dividing the “excellence” and “choice” movements to date. The orientations of both are examined, along with key features and impacts of each. Particular attention is given the predicament and the challenge of “at risk” youngsters. Yet there are developments suggesting a growing mutuality between the two movements. The elaboration of a conception of Excellence that makes educational sense reveals the centrality of motivation to educational accomplishment. This in turn exposes the choice principle as an important aid to the pursuit of excellence.

Paradise elementary school

This paper is a fictionalized account of the development, within an elementary school, of four distinctive schools-within-schools. Questions and issues arising in developing such programs are discussed, the theme of each of these four is described, and advantages that staff find in the arrangement are presented.