Reports on research conducted during 1973-1975 on the attitudes, views, and roles of 11 open and 11 traditional principals in the New York City public schools. (Author/AM)

A training program for advisors is presented as a support system for implementing the Open Corridor concept into school systems. The following components of the advisor's role are discussed: selection and training, advisor-teacher relationship, work in the classroom, work with principals and parents, and role of teachers. (EC)

The concept of "baby research" signifies a playful investigation that takes place at a child's initiative, carried out with freedom and joy, without specific knowledge of preconceived ideas of where it will lead. A joyous firsthand experience with Cuisenaire rods is described by a teacher who once disliked teaching mathematics.…

A discussion by its director of the establishment and the three years of operations of Central Park East, an alternative public elementary school in Manhattan. (JM)

This article includes the text of a speech on leadership by Lillian Weber, as well as excerpts from discussions on that subject by New York City school principals. (WI)

In describing the basic philosophies of open education, this article discusses the close relationship between cognition and emotion in learning, the teacher's role in helping a child's thinking powers develop, and the role that environment plays in a child's emotional and intellectual development. (EB)

This article is excerpted from Principals and Open Education, a study of two principals at work in schools making the transition from traditional to open education. These principals, along with many open classroom teachers, view change as a slow process. (Author/AM)

Open education offers much more flexibility for mainstreaming than the traditional approach; open classrooms are designed to accommodate children in their individuality. Making adaptations is not upsetting to open classrooms. If children must go to special classes, the open school tendency toward community blurs boundaries between special and…

Excerpts of various articles are compiled here to provide an overview of attitudes towards new methods of educational supervision. Topics covered include administrator role, staff interaction, and school as community. (WI)

The article presents some principles which constitute a rationale for open education and that clarify some of the procedures in the open setting that can best bring about effective learning. Respect for individuality, cooperation, openness in diagnosis, pupils' active firsthand explorations, quality of thought, and teacher intervention are…

Discusses the reading plans used in two open classrooms. A classroom for third/fourth graders is designed to provide experiences in joining written languages to things and activities, while a class of fifth/sixth graders is encouraged to work together in small groups and help each other. (Author/JM)

The author gives examples of how the concept of open education can be implemented and of what its successes and satisfactions can be. She also discusses the relevance of Dewey's philosophy to open education, noting the relationship of setting, evaluation, and curriculum to the larger issue of moral and social development. (AJ)

The development of a muralmaking project during a three-week summer institute in open education in Manhattan is described. Photographs and videotape provide a record to share with teachers and schools who wish to use muralmaking as a curriculum element. Preparation is recounted; participants' logs and community reactions are quoted. (AJ)

The conversations recorded here between teachers in open classrooms concentrate on ways in which they helped children who were having difficulties adjusting to classroom life and work. Described are strategies used in dealing with specific difficulties in the areas of communication, mathematics, organization, language, and reading. (EB)

This article reports on a study which examines open corridor structures and processes for teachers' curricular decision-making. Discussions of sample interviews and classroom observations are included. (Author/EB)