ERIC Number: ED067361
Record Type: RIE
Publication Date: 1972-Apr
Reference Count: 0
Team Teaching and the "Active" Classroom. A Comparative Study of the Impact of Self-Contained Classrooms and Open-Space Team Teaching Schools on Classroom "Activity."
This investigation assesses the environment of the elementary child experience, rather than his academic achievement or personal adjustment. Subjects included 22 collegiate teams in 11 open space schools, and 11 teachers in 7 self-contained classrooms. In each self-contained classroom, a minimum of 15 observations was made (five each of reading, mathematics, social studies and science). A new instrument was developed for scoring the activities of the children, the group children worked in, and the amount children moved. The four basic measures used were 1) the amount of movement not specifically directed by the teacher; 2) the proportion of time children spent waiting, listening or passive; 3) the proportion of time spent in large groups; and 4) the proportion of time spent in educational games, cooperative work, and doing, when not in large groups. An original questionnaire measured the degree to which teacher and principal respondents believed in formal control of children. Results indicate that school environment experienced by the student is affected by school organization: a high degree of activity is more likely to be found in an open space team teaching school than in a self-contained classroom. Implications of the findings for school design and possible long-range effects of the active classroom are presented. A 16-item bibliography and attitude questionnaire are included. (Author/MJM)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Note: Paper presented at the Annual Meeting of the American Educational Research Assn., Chicago, April 1972