Reading achievement of students from open plan and traditional elementary classes were compared in three areas; speed and accuracy, vocabulary, and comprehension. The first evaluation (Grade 7) indicated that the mean score of the speed and accuracy scale was significantly lower for "open-area" students than for traditional pupils. Score…

This paper discusses the long-term effects of preschool experience on sixth and seventh grade students. Subjects (n=200) were primarily black, lower-SES, Head Start children who, in 1968-69, were randomly assigned to one of four preschool programs: Bereiter-Engelmann, Darcee, Montessori, and Traditional. In 1976-77, approximately 140 of the…

This study compared the effects of the Stuttgart School District's developmental guidance program with the effects of one of its traditional school programs on children's affective-social development. Affective education data were collected at the end of third grade (May, 1975) and again at the end of fourth grade (May, 1976) for 58 boys and 47…

As part of the development of a classroom interaction observation instrument, this report presents the results of a comparative study of group interaction in contrasting educational environments (open and traditional) with children of different socioeconomic backgrounds (middle and lower classes). Additionally, problems of adequately assessing…

This study examined five student characteristics with the expectation that if interactive characteristics could be established, attitudes could be improved by assigning students to classrooms with the appropriate degree of openness. It was hypothesized that some pupils might be happier in a traditional, or structured, environment. Five variables…

Reports the differences found in intellectual achievement responsibility, attitude toward school, and self-esteem of black male elementary school students attending the Milwaukee African American Immersion Academy compared to those attending a traditional Milwaukee school. It was determined that Immersion Academy children performed better than…

This study employed the authors' previously developed Statements about Schools Inventory (SAS) to assess how well 14 alternative and 11 conventional high schools were meeting the needs of their students. Pairs of alternative and conventional schools studied were located in 11 communities in 10 states. Results of both student and teacher responses…

This paper presents an evaluation of a 3-year Title III project carried out in the Vigo County School Cooperation, Terre Haute, Indiana. The project involved the evaluation of three differing instructional methodologies utilized in three elementary schools which also differed in the socioeconomic background of the students. The Dixie Bee school,…

This study investigates interaction patterns that occur in an open plan and in a traditional plan school. The objectives of the study were: (1) to investigate some interaction patterns among members of the school populations, (2) to investigate some interaction patterns between the school population and the available physical resources, (3) to…

To examine long-term effects of a fundamental elementary education in Mesa (Arizona), this study assessed student characteristics, academic achievement based on standardized testing, and social interactions based on high school extracurricular activities. Students who had attended the fundamental school for 6 complete years, had remained in the…

The effectiveness of a peer leadership program connecting senior high school students with at-risk, new eighth-graders in seven Atlanta (Georgia) high schools is evaluated. The program trains the peer leaders in leadership and group dynamics and then places pairs of leaders with 10 or 12 advisees for weekly meetings. The study population includes…

Two studies combining teacher questionnaires, classroom observation, and pupil interviews were conducted to contrast formal and informal teaching practices in open plan and conventional classrooms. Study I sampled 12 teachers of classes including second year junior pupils (8-9 years of age); Study II sampled 30 teachers, including 13 with mixed…

Twnety-seven hypotheses relative to middle school operations were generated and tested through analyses of data gathered. Using various instruments data was obtained from: students, teachers, principals, and central administrative offices. Discussions and findings about the hypotheses are presented, and each is catalogued according to whether it…

The study reported here is intended to address both the concerns regarding the lack of successful administrator preparation programs and the need for additional research which can be used to evaluate administrator preparation programs. This study used student-created exit portfolios as the database for a qualitative document analysis of two forms…

An experimental group of 51 students from non-graded and three matched groups of 187 pupils from graded programs were studied to determine the relative effectiveness of non-graded and graded approaches to elementary education and whether any differences found at the end of six years of schooling remained after both groups had been exposed to a…