Informal or Open‐area Education in Relation to Achievement and Personality

Abstract

Summary. 57 beginners in an informal or open‐area programme and 112 in a traditional, formal classroom in a middle class area, apparently well‐matched in perceptual, motor and cognitive skills, were followed through the primary grades. Statistical analysis of achievement data showed that the formal group from the beginning had been more proficient in reading, and later, also in mathematics. There were significant differences between matched groups (N = 43) at the fourth year on seven primary CPQ factors and the second‐order factor Anxiety vs Adjustment. Mean scores, however, with one exception (F) remained well within normal limits. Total Grade, a derived score which concerns estimation of academic success, was higher for the informal children but was predictive of achievement only for the formal group.

A Comparative Study of Young Children's Classroom Activities and Learning Outcomes

“…Our data on pupil outcomes are also consistent with a number of recent comparative studies reporting higher scores in reading and/or mathematics in more formal settings (for example , Bell et al, 1976;Bennett, 1976;Bereiter and Kurland, 1978;Solomon and Kendall, 1976;Stallings, 1975;Stebbins et al, 1977). The only finding favouring the informal group was that of the reading ratings assigned by the teachers who may or may not have used similar criteria or standards in assigning these ratings.…”

Recent Research on Teaching: A Dream, a Belief, and a Model

“…Boys, and particularly bright boys, wasted most time under such circumstances. This same study indicated that pupils in informal classrooms wasted more time than pupils in mixed or traditional classrooms, a finding also reported by Bennett (1976) and by Bell et al (1976).…”

Achievement and Self‐reports of Responsibility for Achievement in Informal (Open‐space) and Traditional Classrooms

“…Nevertheless, the tendency to be less accepting of responsibility for failures shown by the traditional class children may be indicative of a somewhat higher anxiety level in comparison with that shown by children in the more permissive open-space situation. Previously published data on these groups (Bell et al, 1976) would seem to support such a view. As in the case of the IAR-scores, the anxiety level was, however, within normal bounds.…”

“…Additionally, each child is known to have spent four years in either a closed or open programme, and his progress through the years has been followed closely (Bell et al, 1976). Cross-sectional methods, even with optimal matching procedures, for example, age, sex and IQ at the fourth grade, leave open to doubt such variables as the school readiness of the child when he entered school and the actual length of time he has been in an open-space or classroom situation.…”

“…The present project has some unique aspects in comparison with previous studies regarding personality characteristics, for example, Ramey and Piper (1974), Reiss andDyhdalo(1975), andWard andBarcher (1975), in that being longitudinal in design, pre-school information regarding intellectual and social status about the groups is available. Additionally, each child is known to have spent four years in either a closed or open programme, and his progress through the years has been followed closely (Bell et al, 1976). Cross-sectional methods, even with optimal matching procedures, for example, age, sex and IQ at the fourth grade, leave open to doubt such variables as the school readiness of the child when he entered school and the actual length of time he has been in an open-space or classroom situation.…”