Open Education: A Case Study

Abstract

The widespread failure of the curriculum reform movement of the early 1960's has left American educators eager for a new idea, a new concept. The success of informal British primary schools seems a godsend almost too good to be believed. But the glowing reports of scores of American educators and reporters, among them some highly respected names in education, seem to have assuaged most doubts that this success was a sham or a fluke. Open education clearly does exist in many rather ordinary British schools with many rather ordinary British teachers, and it is successful. The research and testing data on exactly how open education is successful are still woefully inadequate, but observational and anecdotal data on the good things happening to children in informal, integrated-day situations are plentiful, as are statements by establishment-type teachers, heads, and advisors who are now doing informal approaches.