Walberg and Thomas (1972) have made an attempt to operationalize and validate the concept of open education. However, their conception fails to differentiate between open education and other nontraditional approaches to education, thereby lumping together a variety of different types of classrooms. In addition, their method of item selection does not include less easily observable, but nontheless essential aspects of open education. Because of flaws in their study, caution should be taken before adopting their scales for purposes of further research. (Author)