Briefly reviews research on differences in divergent thinking in open and traditional classrooms at the elementary level and discusses a study of differences in creativity, as measured by scores for fluency, flexibility and originality, in children in Grades 1, 3 and 5 from open and traditional classrooms. (BR)

A taped panel discussion of six first-year American teachers who did their practice teaching in British infant schools is presented. (BRT)

Discusses common misconceptions about open education held by American educators. Concludes that open education is a basic attitude of openmindedness rather than a set of techniques. (DP)

Achievement and attitude measures of 237 seventh-graders from an open education program and from traditional curriculums were compared. The overall finding was that an open education experience had no effect on seventh grade achievements or attitudes. (SDH)

Although this analysis deals with the psychological consequences of the teacher's attempt to change her style of teaching, the issues explored should prove of interest to anyone concerned with educational change. (CS)

If discussion of English primary curriculum is ever to develop from its present impressionistic state, it needs to develop a greater concern with the detail of organization and interaction, with the day-to-day commonplace of teaching, and with the conceptual models held by typical teachers. (CS)

Describes open classrooms and their history. Reviews research on academic and nonacademic outcomes for students in open classrooms. Examines the problems of open classrooms, reasons for their decline, and methods for avoiding some of the problems. (RJC)

The purpose of the study reported here was to determine whether pupils in an open classroom differ from traditionally taught pupils on four variables: creative thinking, creative writing, independent decision-making in performing tasks, and self-confidence when facing a new situation. (Author)

Explores the relationship between instructional style (open and non-open programs), architectural style (open and non-open facilities) and selected cognitive and affective outcomes of third grade pupils. (CM)

Argues that the most important factor in the success of any teaching method is the teacher's ability to reward children for correct behavior rather than punish them for incorrect behavior. The application of behavior modification principles to language arts instruction and discovery learning is discussed. (CW)

The purpose of this study was to explore differences in personality traits between children in open and in traditional classrooms, considering any differences in relation to sex. Results indicated that, generally, children of both sexes seem more capable of coping with their environment in the open classroom program, with differences being more…

Open education classes for elementary school children are designed to develop personal competence. Decision making is emphasized as students contract for their own education. (ST)