Examines sociometric data from 60 elementary classrooms to test the hypothesis that friendship patterns vary according to whether classrooms are "open" or "traditional." The author concludes that children's friendship patterns are affected by the structure of the classroom. (Author/DB)

Assessed parents' attitudes toward integration or mainstreaming of children with developmental disabilities. Subjects had preschool children with and without disabilities enrolled in integrated or self-contained classrooms. Found that, by the end of school year, parents whose children had participated in integrated programs held more positive…

Little attention has been dedicated to monitoring the educational progress of students with EBD receiving services in restrictive settings, using empirically validated tools and procedures. This study compared the progress of students with EBD receiving special education services in either a self-contained school or self-contained classrooms to…

Seventh grade junior high school students, who formerly attended an open space elementary school, were compared on social and emotional factors with fellow students previously educated in self-contained elementary classrooms. (Author/MLF)

This paper summarizes the results of a study comparing the usage, expenditures, services, collections, and staffing of elementary school library media centers by type of structural design, i.e., either open space or self contained classroom type. It suggests that school personnel, particularly the principal and library media specialist, rather…

It is assumed that students with EBD who have more severe deficits in academic, behavior, and/or social domains are placed in more restrictive settings. However, this assumption has not been empirically tested. This study compared students educated in self-contained classrooms to students educated in a self-contained school to determine if the…

Established and newly arrived children in three nursery schools and two day nurseries differing in building design were observed in an effort to assess effects of architectural space on children's behavior. (RH)

This document addresses itself to three aspects of the Follow Through Classroom Observation Study: (1) the extent of implementation in the classroom, (2) the relationship of training and teacher characteristics to classroom implementation, and (3) the relationship of student outcome to classroom implementation and program characteristics. The…

The Missouri Department of Elementary and Secondary Education (DESE) Division of Special Education (DSE), per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report…

In November, 1971, the 106 Years 4 and 5 pupils of Area C at MacCorkindale School were assigned to two groups--2/3 stayed in the open area and the remainder were moved into a self-contained room within the Area where they could have more structure and direction. This study includes a comparison of Area C pupils with a control group and an…

Study examined differences between self-contained and team teaching approaches when two groups of elementary teachers implemented a physical education curriculum during an inservice. Researchers collected lesson completion forms, specialists' reports, class observations, and teacher surveys. Results indicated those using self-contained approaches…

In this brief article, a case example is provided that illustrates potential program-evaluation procedures for examining the outcomes of children served in different models of special education. Specifically, the goal of this project was to evaluate the academic outcomes of children served in self-contained versus inclusive models of special…

This minireport deals specifically with one classroom environment variable, the physical structure of the classroom as an open-space or a self-contained room. The data for the analyses were drawn from 190 primary grade classes (grades 1-6) and 182 intermediate grade classes (grades 4-6). Classes were analyzed as units, using class means. A total…

The effectiveness of the instructional team approach as opposed to the self-contained classroom approach was investigated by the Atlanta Public School system from 1966-1969 (under a funding by Title I, Public Law 89-10). The achievement levels of first grade and seventh grade pupils were evaluated, using both techniques at each level. The…

Study explored differences in conversational power by comparing discourse in whole language and traditional basal second-grade classrooms. Researchers compared the contextual setting and discourse of rug-time during reading instruction in the classrooms. Results suggested two contrasts between teachers' rug-time discourse: imposed versus generated…