A national study was designed to examine open-space education in Great Britain. The study's purpose was to provide an accurate, comprehensive description of the teaching-learning processes within such schools and their administrative and architectural services in order that policy implications could be delineated. (Author/DB)

Categories helpful in describing English schools are discussed in an attempt to clarify ways in which schools can be "open." Topics include: (1) buildings; (2) curriculum; (3) parent-teacher relations; (4) staff deployment; (5) community schools; (6) student-teacher relations; (7) staff relations; and (8) teaching. (Author/SDH)

A chronicle of author's two days a week at a school in a large northern city-- the story of what happened to him and what he saw happening to the children and their teachers in the open classroom. (Author/CB)

Presents the results of a research survey comparing graded and nongraded elementary schools. (Author/RK)

Examines a variety of teaching practices in several types of specialty schools that have an instructional emphasis and investigates the attitudes of teachers in those schools. A total of 117 teachers from grades K-6 in eight elementary schools participated in this study. (MP)

Observations, anecdotes and reactions resulting from a 3-month exploration of British educational approaches are presented. The people-centered approach, organic nature and local conduct characteristic of English primary education are also discussed. (SDH)

Talking and listening form the foundation for the development of reading and writing in this informal classroom curriculum. (CS)

Findings of this study support the view that open schooling neither enhances nor decreases achievement as conventionally defined and measured. However, creativity in first graders was found to be enhanced by open schooling methods. (Author/DB)