Individual Differences in Open Education.

Autor/inn/en	Bartel, Nettie R.; und weitere
Institution	Temple Univ., Philadelphia, PA.
Titel	Individual Differences in Open Education.
Quelle	(1971), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Demonstration Programs; Exceptional Child Education; Handicapped Children; Individual Differences; Open Education; Special Classes; Statistical Data + Suchen Sie Ihr Suchwort? Individueller Unterschied; Offene Erziehung; Offener Unterricht; Special class; Sonderklasse
Abstract	The report provides an overview of the nature of the open classroom in terms of implications for special education, describes an ongoing research project on the open classroom, and presents data on one phase of the project. Considered in the overview of the open classroom are the teacher role in the learning process, the role of individual differences, and the role of individualized instruction. It is thought that the handicapped child may show more creative behavior and may become increasingly more self-regulative and internally controlled in the open classroom than in the traditional rigid classroom. The project described involves examination of six open classrooms in a neighborhood of Philadelphia. The classrooms are all located in an inner city neighborhood. Children were observed for about 5 hours; their activities and duration of activities were recorded. It was found that a major portion of each hour in the open classroom is spent in peer interaction. Successful children were found to spend almost one-sixth of their time participating in academically-related activities and conversations with their peers. Least successful children were found to spend less than 2 minutes per hour engaged in academically-related activities. (CB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01