The Open Area School: Facilitator for or Obstacle to Instructional Objectives

Abstract

Authorities have suggested that the open plan school may be the first widely-adopted innovation in education not subjected to much apparent evaluation. This study was conducted to provide base-line information. The instructional priorities and impediments in open area physical plants were contrasted with those in quasi-open area and traditional schools. A questionnaire was administered to 212 teachers from 14 elementary schools in the Calgary Public School System. The 14 schools included five schools of open area design, four quasi-open area, and five traditional schools. Rank orderings and “T” tests were performed comparing each school type with its counterpart on all items related to instructional objectives and impediments. Results are indicated.