ERIC Number: ED111140
Record Type: Non-Journal
Publication Date: 1972-Mar
Reference Count: N/A
The Philadelphia Open Classroom Project. Technical Report 24.2.
Bartel, Nettie R.
As part of an ongoing study of handicapped children in the open classroom, 12 children (in grades K through 4) were observed who had been identified by their teachers as either benefiting most or least from open class instruction. The literature review of the entire study focused on the critical variables (teachers' roles, individual differences, and individualized instruction) involved in using the open classroom for special education. In the experiment reported, Ss behavior over 5 hours was classified as either academic vs. nonacademic; amount of time spent with teachers, peers, or alone; and positive vs. negative interactions. It was found that Ss spent more time in nonacademic activities than academic, alone and with peers than with teachers, and in positive interactions. Preliminary findings of the entire study suggested that, in comparison to instruction in traditional classrooms, considerably more peer helping takes place in the open classroom; younger or poor achieving children are learning incidentally considerable material in the open classroom that is presented to older children; younger children in the open classroom engage in activities usually associated with older children; and teachers seem to perceive less deviant behavior and less under-achievement in the open classroom, leading to fewer referrals for psychological examinations, testing, and special class placement. (Graphs are provided to illustrate statistical data from the research project.) (SB)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Indiana Univ., Bloomington. Center for Innovation in Teaching the Handicapped.
Identifiers - Location: Pennsylvania (Philadelphia)