ERIC Number: ED185707
Record Type: RIE
Publication Date: 1980-Mar
Reference Count: 0
Open-Space vs. Self-Contained Classrooms: Differentiations and Contributing Variables (1977-78). Grades One-Six. Evaluation System Mini-Report Six.
District of Columbia Public Schools, Washington, DC. Dept. of Research and Evaluation.
This minireport deals specifically with one classroom environment variable, the physical structure of the classroom as an open-space or a self-contained room. The data for the analyses were drawn from 190 primary grade classes (grades 1-6) and 182 intermediate grade classes (grades 4-6). Classes were analyzed as units, using class means. A total of 29 variables were involved in the multiple regression analyses in order to determine what variables relate significantly to classroom structure. A series of analyses of covariance were run, using the posttest reading and mathematics scores as the dependent variables and the corresponding pretest scores as the covariants with classroom structure (open-space or self-contained) as the independent variable. Results indicated that there are significant reading test differences between the two classroom structures in the primary grades. Reading achievement gains in self-contained classrooms were significantly greater than those in the open-space classrooms. For the intermediate grades it appears that the self-contained classroom provides a better learning environment than does the open-space classroom. The students read more on their own, need less extra help but receive more, are more frequently referred when they have reading or math problems, and present less behavior problems for teachers. At the same time, the open-space classroom is associated with higher interest in reading. (Author/MLF)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: District of Columbia Public Schools, Washington, DC. Dept. of Research and Evaluation.