A Comparison of “Openness” of Student Teachers in Alternative and Typical Classrooms

Abstract

The “openness” of students opting for placement in open classrooms was compared to the “openness” of students placed in typical classrooms. The Rokeach scale and Barth Attitude Inventory were used to measure “openness.” The results indicated students in the alternative open classrooms became more open. Thus, student teaching placement is an important factor in developing “openness” in preservice teachers.