The self concept of fourth (N=9), fifth (N=9), and sixth (N=6) grade children, using Gordon's How I See Myself Scale, were compared in the open and traditional school environments to determine if open-school students' scores would be significantly higher in composite self concept and in each of the factors of Autonomy, Interpersonal Adequacy,…

This study compared the cross-grade associations of students in an open-space and a traditionally designed elementary school. Sixth grade students indicated their willingness to engage in different activities with students in kindergarten through grade six. No significant differences were found between students in the open-space and traditional…

The adaptation of students from an open junior high school to a traditional high school is the focus of this article. Students' adjustment to the new school, their academic performance, and attitude toward school are discussed, and findings indicate that only in attitude did they differ from students from other junior high schools. (JD)

It was found that students evaluated their schools more highly when the school demanded more of them and offered high standards and opportunities for dramatic resistance to highly structured situations. (JD)

The advent of comprehensive education implies a search for a common culture, or a common treatment of culture, across the whole school population. This article reviews the present stage in this search, attempting to define a suitable treatment of culture by secondary schools. (Author)

A classroom observation system was used in 1) a nontraditional, open-classroom setting with primarily middleclass students, 2) a Follow Through class in a public school with low income students, and 3) a traditional class in a public school with low-income students. (JY)

From 1998 to 2001, the number of community schools in Ohio increased from 15 to 92, and the number of students attending them increased tenfold. This preliminary evaluative report is limited to the first 15 community schools that opened during the 1998-99 school year. Findings are that these schools generally did not meet the Ohio Proficiency Test…

The rationale underlying the emphasis of current UNESCO programs on renovation and reorientation of formal and nonformal systems of education in rural areas introduces a series of papers which emphasize the need for coordinated, long-term planning for rural development. (SM)

Students in the two schools showed a similar distribution of time between concentrated academic effort and distractive activities, and were sharply distinguished on most of the other behavioral measures. (Authors/CB)

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)

A system of categories organized along the three dimensions of behavior, location, and social setting, was developed and used to obtain recordings of the activity of pupils in open-area schools and traditional schools. (Author/JKS)

This review of four schools compares organizational properties to demonstrate that, while methods of control and instruction do vary, pupils are generally fitted to the tempo of the school rather than their own learning speed. (MB)

The 19th-century mutual education for boys and girls was introduced in Britain from France. It is discussed in the context of economic development, social divisions, and historical traditions. (ND)