Open Schools for Children.

Autor/in	Frazier, Alexander
Institution	Association for Supervision and Curriculum Development, Washington, DC.
Titel	Open Schools for Children.
Quelle	(1972), (95 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Acoustical Environment; Cross Age Teaching; Curriculum Development; Differentiated Staffs; Educational History; Elementary Schools; Facility Guidelines; Facility Planning; Flexible Scheduling; Independent Study; Individualized Instruction; Nontraditional Education; Open Education; Open Plan Schools; School Organization; Student Teacher Relationship; Team Teaching + Suchen Sie Ihr Suchwort? Verantwortung; Akustische Umwelt; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; History of education; Bildungsgeschichte; Elementary school; Grundschule; Volksschule; Flexible working hours; Flexible Arbeitszeit; Selbststudium; Individualisierender Unterricht; Non-traditional education; Alternative Erziehung; Offene Erziehung; Offener Unterricht; Open plan school; Open school; Open schools; Offene Schule; School organisation; Schulorganisation; Teamteaching
Abstract	Arguing against the "bandwagon" approach to innovation and change, and pressing for careful consideration of the potentials inherent in "openness" in education, the author explores the interactions among the phenomena of open space, open structure, and open curriculum. In examining the nature of these interactions, he sets the complex of concepts into historical perspective, inferring from the practices of recent years a set of theoretical possibilities. The publication provides information helpful to curriculum workers, supervisors, administrators, and teachers who desire to be well informed as well as enthusiastic about the new degree of freedom in planning space for learning; organizing children, time, and staff; and preparing the curriculum. After exploring some of the definitions of the concept "open," its wellsprings, and its dimensions, the author devotes three chapters to discussions of the relationship of "openess" to space, structure, and curriculum. In the concluding chapter, he addresses himself to some of the problems that teachers and others working in open schools might be expected to deal with in the process of making certain that learning under the new freedom really adds up. (Author/MLF)
Anmerkungen	Association for Supervision and Curriculum Development, 1201 Sixteenth Street, N. W., Washington, D. C. 20036, (Stock No. 17916, $3.75)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01