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ERIC Number: ED069035
Record Type: RIE
Publication Date: 1972
Pages: 95
Abstractor: N/A
Reference Count: 0
Open Schools for Children.
Frazier, Alexander
Arguing against the "bandwagon" approach to innovation and change, and pressing for careful consideration of the potentials inherent in "openness" in education, the author explores the interactions among the phenomena of open space, open structure, and open curriculum. In examining the nature of these interactions, he sets the complex of concepts into historical perspective, inferring from the practices of recent years a set of theoretical possibilities. The publication provides information helpful to curriculum workers, supervisors, administrators, and teachers who desire to be well informed as well as enthusiastic about the new degree of freedom in planning space for learning; organizing children, time, and staff; and preparing the curriculum. After exploring some of the definitions of the concept "open," its wellsprings, and its dimensions, the author devotes three chapters to discussions of the relationship of "openess" to space, structure, and curriculum. In the concluding chapter, he addresses himself to some of the problems that teachers and others working in open schools might be expected to deal with in the process of making certain that learning under the new freedom really adds up. (Author/MLF)
Association for Supervision and Curriculum Development, 1201 Sixteenth Street, N. W., Washington, D. C. 20036, (Stock No. 17916, $3.75)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Association for Supervision and Curriculum Development, Washington, DC.