Continuity and Connection: Curriculum in Five Open Classrooms.

Autor/inn/en	Alberty, Beth; Weber, Lillian
Institution	City Univ. of New York, NY. City Coll. Workshop Center for Open Education.
Titel	Continuity and Connection: Curriculum in Five Open Classrooms.
Quelle	(1979), (97 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Action Research; Decision Making; Educational Development; Educational Resources; Elementary Education; Field Studies; Integrated Curriculum; Open Education; Program Development; Student Centered Curriculum; Teacher Response + Suchen Sie Ihr Suchwort? Projektforschung; Decision-making; Entscheidungsfindung; Bildungsentwicklung; Bildungsmittel; Elementarunterricht; Praxisforschung; Offene Erziehung; Offener Unterricht; Programmplanung; Lehrerkommentar
Abstract	This study reports results of an internal assessment of theory and practice in five open education elementary classrooms. The study aims to display how the Open Corridor-Workshop Center program provides an educational environment which gives students opportunity for an integrated understanding of curriculum materials. Specifically, the study explores how the open classrooms have permitted the emergence of teacher-made continuities and connections between the learning experiences offered and the child's prior understanding. Descriptive and documentary methods of investigation and analysis appropriate to field settings are employed in this study. Core information was gathered through interviews and observation. Participants' perspectives were recorded and analyzed with the expectation that the internal assessment process and the study results would have an effect on the practices studied. Four areas of inquiry identified in the study are: Evidence of awareness of (1) the whole school, (2) people as resources, (3) patterns in curriculum content and (4) the need to match the child's patterns and prior knowledge. The study reports extensively on these areas of inquiry. It was found that the open classroom teachers made curriculum decisions based on considerations of continuity and connection with children's understanding. Ideas of continuity and discontinuity in educational practice were extended and clarified. The questionnaire used in this study is appended. (Author/RH)
Anmerkungen	City College Workshop Center for Open Education, 6 Shepard Hall, Convent Avenue & 140th Street, New York, NY 10031 ($3.50)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC