Literaturnachweis - Detailanzeige
| Autor/in | Reynolds, Robert N. |
|---|---|
| Institution | Pennsylvania State Dept. of Education, Harrisburg. Bureau of Information Systems. |
| Titel | A Two-Year Evaluation of the Comparative Effects of an Open Classroom Instructional Program and a Traditional Instructional Program. |
| Quelle | (1975), (112 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Achievement Gains; Basic Skills; Classroom Environment; Comparative Analysis; Elementary Education; Instructional Programs; Open Education; Program Evaluation; Self Concept; Student Attitudes; Teacher Attitudes; Traditional Schools |
| Abstract | This study was a 2-year comparison of the effects of open classroom versus traditional instruction on children's self-concept, attitudes toward school and achievement of basic skills. The 250 participants were students in grades 1-6 of two elementary schools -- one utilizing an open classroom approach and the other a traditional approach. The measurement instruments used included the Piers-Harris Self-Concept Scale and the Pictorial Self-Concept Scale, the "Faces" Inventory, and the Stanford Achievement Test. Pretests on the three variables were administered in May and June of 1972 and posttests were administered in May and June of 1974. In addition, data related to teacher attitudes and classroom environment and practices were collected and analyzed. The results of an analysis of covariance did not provide support for any conclusive comprehensive statements concerning the relative effectiveness of the open or the traditional instructional program. However, there was evidence to suggest that the open classroom instructional program effected positive changes in the affective areas of self-concept and attitude toward school. Students in both instructional programs performed equally well in the achievement of basic skills. (JMB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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