Reports on English curriculum in which teachers were given the task of deciding the departmental and organizational design for an open space English studio of 60 by 90 feet. (RB)

A checklist is provided of practical steps to be considered and acted upon in planning and implementing an open-space school. The document divides the process into three phases: initial planning, just prior to moving, and post-move. Considerations in the planning stage involve: staff and community input in deciding upon open space; clarification…

The self-contained classroom tends to emphasize achievement of basic skills, while the open-concept school emphasizes attitudes and feelings. A brief historical review presents the history and explains the philosophy behind the open-concept school. This is followed by a review of the literature and an analysis of the present status of the concept.…

This guide endeavors to teach the faculty how to manipulate the structure of the new facility in the most creative way. The first chapters discuss the interior design, graphic considerations within the facility, materials and equipment suited for open space schools, and recommended audio-systems. Later chapters cover the exterior facilities, such…

Since the secondary facilities are not expected to be built until at least 1975, planning and description cannot be as detailed as they were for the First Facility of the Fort Lincoln New Town (FLNT) education system. In attempting to provide a model for a secondary program this report (Vol. I of 2 Volumes) addresses all the major issues that must…

The major differences between the school of 1980 and that of today will be emphasis on individualized learning. Another trend will be the changing role of the teacher from a lecturer and verbal source of facts to a manager of the learning process and source of counseling and motivational support for students. Physical facilities will be…

The purpose of this bulletin is to present the state of the scene in teacher preparation for open area schools. It begins with two accounts of college students and their instructors struggling to get started in new programs. The third article cites skills of the British primary teacher as possible competencies toward which a program of teacher…

Review of documents, formal and informal interviews, questionnaires, and observations of participants interacting with space, furniture, equipment, and materials were the main methods used to assess the correspondence between the objectives of this training cycle and its accomplishments. The participants included primarily teacher trainees and the…

Of the many areas of instruction offered in a comprehensive high school, business education lends itself most readily to the open space concept for two reasons. First, business education is so organized that the interchange of subject matter lends itself to team teaching, individualized instruction, and other aspects usually incorporated into an…

This pamphlet attempts to encourage teachers and principals, currently operating in open plan schools, to define their own problems and to rely on their own perceptions and judgments in arriving at solutions. The content is also designed to help teachers (who are contemplating going into the flexible space of an open plan school for the first…

This bibliography on informal education grew out of a concern to understand the kinds of programs possible in open plan schools. The annotations are reading notes generally more descriptive than evaluative. Citations are grouped under nine headings: (1) general, (2) description of British informal education by British writers, (3) description of…

The primary causes of the apparent decline of open plan schools appear to have been the failure of educators to develop a program designed to capitalize on the instructional opportunities afforded by the absence of interior barriers, and the failure to adequately prepare teachers to adapt teaching practices to a radically different environment.…

This study compared the cross-grade associations of students in an open-space and a traditionally designed elementary school. Sixth grade students indicated their willingness to engage in different activities with students in kindergarten through grade six. No significant differences were found between students in the open-space and traditional…

An evaluation instrument was developed and used which was designed to aid the evaluation of the implementation of an adaptive education program. It was found that the more closely the classrooms followed the model program, the higher the achievement level. (JY)

Making several changes in concert was one reason, this writer maintains, why an Ohio middle school made forward strides in providing successful innovative programs for its emerging adolescents. (Editor)