Abstract
Recent reviews of the research on the effectiveness of open eduction continue to reveal the inconclusive nature of the results despite refinements in the methodology of research synthesis. Among the unacknowledged deficiencies in research syntheses that may contribute to the lack of clear-cut findings are the failure to consider discrepancies between the classification of open classrooms and the actual implementation of open education in these classrooms. These discrepancies derive from differences between classrooms in (a) the degree of implementation, and (b) the areas or component dimensions in which openness has been implemented. Evidence is presented that indicates that reliance on the current methods of assessing the implementation of classroom openness is inadequate. Investigating the relationships between the component dimensions of classroom structure and particular outcome variables is suggested as a potential strategy for yielding more meaningful results.
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