Describes microteaching and interaction analysis and discusses why these may not be appropriate to use with student teachers preparing to work in an open education setting. (JMB)

Discusses ways in which television can be used to support open education. Child-produced shows are feasible technologically and educationally valuable. (DP)

A model of open education is presented to help school staffs clarify, analyze, and plan activities for open classrooms. (BRT)

Constrasts the autonomous role of the English Head teacher with the American principal's role. Concludes that given the organizational structure of American education, it will not be easy for principals to initiate educational reform towards "open education". (CS)

A primary school teacher discusses three major areas that are important to consider in creating an open classroom: instructional grouping, social interaction, and responsible freedom. (CS)

The school experiences in a typical English school are described from the perspective of a 6-year-old American. Some of the differences in classroom practices between England and the United Stated are discussed. (CS)

A review of the existing Japanese school system poses the question of acceptance and possible modification of open education in Japan. (CM)

The Greek word skole'' (English derivative, school'') means leisure, time for self renewal, self-fulfillment. It is suggested that education and play in this context are synonymous. A new format for education based on the concept of play is proposed. (ST)

An open classroom advocate who believes that the virtues of a classroom rely on the presence of the teacher urges teachers to think creatively about themselves and the world they live in, rather than embrace unquestioningly another educational formula. (Author/CS)

Presents a quantitative analysis of communication networks in multiage classrooms (consisting of 4- to 7-year-olds) to determine if: (1) pupils interact with peers across age groups; (2) the pupil/teacher interaction is dispersed across age groups; and (3) certain learning centers are more conducive to interaction across age groups than others.…

Purpose of this article is to suggest that a gradualist, as opposed to an all-at-once,'' approach to introducing open education might better enable teachers to contend with unexpected events and might better enable children to develop sufficient planning and decision-making abilities to take part in an open classroom. (Author)

Describes classroom progression from traditional to transitional to open. (ST)

Describes an approach to evaluating open classrooms based on the premise that the evaluation instrument used should be sensitive to the educational goals of the teacher. (SB)

Discusses the ways in which the school environment is organized and warns against changing from traditional to open education without carefully evaluating the messages that the physical and the social environments (including teachers attitudes) are conveying. (Author/SDH)

Examined the relationship between students' grade level, sex, and attitudes toward the open classroom. Subjects were 2,000 students in grades 1-8. (JMB)