ERIC Number: ED322567
Record Type: RIE
Publication Date: 1990-Apr
Open Education: A Look at the Subtleties. A Guide for the Unfamiliar Observer of Intermediate Education. Occasional Paper 90-1.
Hager, Ronald A.
The open classroom model, enthusiastically adopted in American elementary schools based on the evident success of the British open primary schools, seemed to be an ideal educational concept for implementation into the middle school. But in the past 2 years, a growing number of educators, both at the middle school and the primary school level, have begun to question the open classroom idea. What appeared to be an exciting new way for students and teachers to work together seems to have resulted in failure in many places. Because open education was a fashionable educational movement, and because such movements are often put into practice faster than their advocates wish, the greatest pitfall is that many teachers and administrators are functioning in the open classroom without deliberate training. As a result, there have been many adverse reactions to open education from educators, parents, and students. Viewing the open system with the same point of reference ordinarily applied to traditional education, however, can be erroneous and misleading. Some features that distinguish open classrooms from traditional classrooms include less teacher lecture time and more individualized instruction, a greater degree of student movement within the classroom, and a higher noise level. Audiovisual resources for inservice training are listed (four items) and a 24-entry bibliography is provided. The appendix offers the table of contents from "Open Classrooms in the Middle Schools" (Schein and Schein). (KM)
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: National Middle School Inst., Columbus, OH.