Abstract
In the past decade, there has been a growing body of literature on the concepts of alternative schools, free schools, open schools, and nongraded schools. Unfortunately, there has been little documentation of the process by which these educational options have been accepted and implemented in individual schools. This paper focuses on a strategy for developing an alternative school and on ways of facilitating the planning process. In Pinehurst, North Carolina, this process began when the board members of a newly formed private school developed a long-range building plan that included a new facility for a proposed program for kindergarten through ninth grade. In the course of interviewing architects for the design of the new school, the building committee encountered one architect who suggested a participatory planning approach involving mem-
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