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

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)

One essential fact emerges from these results: contrary to beliefs of proponents of the middle school, pupils in middle schools consistently indicated significantly lower self-perceptions than pupils in traditional settings. (Authors)

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)

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…

This study compared the time use and perceptions of schools, teachers, and friends of approximately 290 demographically matched students in Montessori and traditional middle schools. We used the Experience Sampling Method (ESM) and questionnaires and conducted multivariate analyses showing that the Montessori students (a) reported more positive…