TY - JOUR
AU - Thomas, Susan Christie
AB - Open Education: An Operational Definition and Validation in Great Britain and United States1 HERBERT J. WALBERG University of Illinois SUSAN CHRISTIE THOMAS TDR Associates, Inc. "Open Education," "the British Infant School," "the Develop­ mental Classroom," "the Leicestershire Plan," "the Integrated Day"— these phrases refer to an educational movement that began in Great Britain and is growing rapidly and generating a great deal of interest among administrators, teachers, and parents in the United States (Silberman, 1970). However, there has been very little research and evaluation on Open Education, aside from testimonials by exponents and reporters. Recently Educational Development Center, a United States Office of Education-sponsored educational laboratory, commis­ sioned TDR (Training-Development-Research) Associates, Inc. to re­ view available Open Education literature, analyze the concept into its component parts, verify the analysis with prominent Open Educators, and develop instruments for classroom measurement of its properties (Walberg and Thomas, 1971). The present paper presents a validation of the instruments in United States Open and Traditional classes and British Open classes. 1 This research was supported under a U.S. Office of Education Grant (No. OEC-1-7-062805-3936) by Educational Development Center of TDR Associates, Inc. We thank Judith T. Evans, who commissioned the research and is 
TI - Open Education: An Operational Definition and Validation in Great Britain and United States1: 
JF - American Educational Research Journal
DO - 10.3102/00028312009002197
DA - 2016-06-24
UR - https://www.deepdyve.com/lp/sage/open-education-an-operational-definition-and-validation-in-great-Gbwg6qGJbe
SP - 197
EP - 208
VL - 9
IS - 2
DP - DeepDyve
ER -