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ERIC Number: ED156972
Record Type: RIE
Publication Date: 1978-Jan
Pages: 76
Abstractor: N/A
Reference Count: 0
Psychological Effects of the "Open Classroom."
Horwitz, Robert
As interest in open education has increased, so have demands for systematic evaluative research on its effects. There now exists a fairly sizable body of work on academic and psychological effects of open classroom teaching. In 1975, the author reviewed the relevant literature and summarized it in a monograph published by the North Dakota Study Group on Evaluation. In late 1977, he searched the literature again and located nearly 100 additional studies which had either appeared in the intervening two years or been inadvertently overlooked in the previous review. This paper updates the review of the open classroom's effects with respect to academic achievement, self-concept, attitude toward school, creativity, independence and conformity, curiosity, locus of control, cooperation, and several other variables. Evaluation research on open classroom teaching is difficult to summarize concisely because the findings are mixed. For most of the outcome variables assessed, more studies favored open than traditional classroom children. Evaluation research can continue to play both a formative role in improving quality of ongoing open classroom programs, and a summative role in documenting relative strengths and weaknesses of open and traditional approaches. (Author)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: For related documents see ED 150 507, ED 150 508, ED 150 511 ; Parts may be marginally legible due to print quality