Open Area Elementary Schools: Survey of Teachers' Attitudes and Opinions. Research Report 83-01.

Autor/inn/en	Stennett, R. G.; Earl, L. M.
Institution	London Board of Education (Ontario). Educational Research Services.
Titel	Open Area Elementary Schools: Survey of Teachers' Attitudes and Opinions. Research Report 83-01.
Quelle	(1983), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Class Organization; Classroom Environment; Educational Facilities Design; Elementary Education; Elementary School Teachers; Foreign Countries; Grouping (Instructional Purposes); Open Plan Schools; Program Evaluation; Teacher Attitudes; Teacher Surveys; Team Teaching; Canada + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Grouping; Gruppenbildung; Open plan school; Open school; Open schools; Offene Schule; Programme evaluation; Programmevaluation; Lehrerverhalten; Teamteaching; Kanada
Abstract	A survey of 131 Canadian elementary school teachers teaching in open areas sought to discover the extent to which open education concepts were being implemented and to solicit their opinions about a variety of problems and issues related to implementation. The survey asked teachers to rate their current situation and personal preferences on 11 scales related to planning and organization and 13 scales related to provision of instruction. Responses to a 4-point rating scale questionnaire indicated that current practices of teachers with respect to organization and planning tended toward the "closed" end of most scales. With minor exceptions, teachers' personal preferences shifted somewhat toward the "open" end of the scales. In response to scales related to instructional dimensions, teachers indicated that current practice in this area clustered toward the "closed" end of the scale on six dimensions, toward the "open" end on five, and near the middle on two. Teachers' personal preferences were either similar to their current practice or shifted toward the "open" end of the scale. Strengths of open areas were identified as sharing of ideas, techniques, and materials; team teaching and cross-grade grouping of students; providing personal and professional support from colleagues; and capitalizing on the special strengths and talents of teachers. Weaknesses cited included noise and distraction, limits on spontaneity in teaching, and occasional disagreement between team teachers. Study data are appended in nine tables. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC