A satisfaction and dissatisfaction level within an individual influences the motivation level and his/her performance throughout the life. When an individual is satisfied with his/her work, he/she gets pleasure and feels motivated. Obtaining satisfaction from their education system is very important for students as this will lead to better…

Open distance learning (ODL) has long been an important option for formal and non-formal education (NFE) in most developed and developing countries, but less so in post-conflict countries, including Cambodia. However, in Cambodia there is now greater awareness that ODL can complement traditional face-to-face educational approaches, particularly as…

There is considerable naivete regarding the similarities between progressive education and open education. Discusses these similarities and differences. (Editor/JF)

Some current experiences in conservative education are in marked opposition to present-day educational innovations, such as minicourses, microteaching, and open education in general. (JA)

Examines the effect of classroom structure and teaching style on the creative performance of first grade children. (BD)

A brief comparison of open education and traditional education. (AK)

Whether open education is an old friend in new dress or a radical take-off to success remains to be judged through appropriate research. Reassurances are made that open education has the same (and better) goals than does the traditional approach. (Editor/RK)

This article contrasts traditional education with open-concept education. (Editor)

The social and political forces giving rise to the nontraditional education movement are identified, and inherent tensions in three types (credit-bearing, free form, and personal empowerment) are outlined. Conflicts between theory and practice in these three forms are discussed. (SK)

Differing points of view on the relative merits of open schools and traditional schools are examined. (JD)

Describes classroom progression from traditional to transitional to open. (ST)

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)

Findings suggest that class openness may have some effects independent of the initial entering characteristics of the child and that, at least with regard to some outcomes, the child's characteristics may help to determine the type of class from which he would derive the greatest benefit. (Author/MV)

This article is a rejoinder to TM 501 980. (DEP)