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As part of an extensive examination of open~space elementary schools in the Beaverton School District, a study was conducted to determine how parents view these schools and the "open" concept of education. This is a description of that study. This report will explain why the research was undertaken, provide some background information, on open-space schools, describe the survey design, and discuss both the results of the study and some implications that can be drawn from the results.

The purpose of the study was to develop, implement, and evaluate a learning center for arts education in a third grade classroom. Specifically, the learning center was designed to increase opportunities for arts education in an elementary classroom, to emphasize the unity of the arts by offering parallel instruction in several art media, and to provide a resource for arts instruction which would not require direct teacher supervision, Arts included in the study were visual art, music, and movement.

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Thesis (M.Soc.Sc.)--University of Hong Kong, 1988. / Also available in print.

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The Problem. Can personality characteristics be identified that distinguish the open school principal from the non-open school principal? The Purpose. To develop a profile of open and non-open school principals as measured by the Sixteen Personality Factor (16 PF) and the Characteristics of Principal Effectiveness Questionnaire (COPE), a researcher-developed instrument. The Procedure. Open and non-open schools in several large school districts were identified. The degree of school openness was verified by teacher responses to the Walberg-Thomas Teacher Rating Scale. School Principals responded to the Sixteen Personality Factor (16 PF) and the Characteristics of Principal Effectiveness Questionnaire (COPE). Null Hypotheses: (1) There is no difference between open schools and non-open schools as measured by the Walberg-Thomas Teacher Questionnaire; (2) there is no difference between open and non-open principals in scores on the Characteristics of Principal Effectiveness Questionnaire; (3) there is no difference between open and non-open principals in scale scores on the 16 PF; (4) there is no difference or interaction between open and non-open schools and principals with high and low scores on the COPE in scale scores on the 16 PF. Conclusions. Null hypothesis 1 rejected: School openness can be measured by the Walberg-Thomas, and open schools differ significantly from non-open. Null hypothesis 2 retained: There were not significant differences in principal response to the COPE. Null hypothesis 3 rejected: Principals of open schools differed significantly from principals of non-open schools on three factors. Open school principals were more venturesome, impulsive, and self-assured than non-open school principals. Null hypothesis 4 rejected: There were differences between open and non-open principals in personality factors when considered with their views on goal setting and achievement, task achievement, and job satisfaction. Interaction significance was obtained when organizational energy and job compatibility were considered. Recommendations. (1) Individual personalities and views of characteristics of effectiveness be considered when placing principals in open or non-open schools; (2) Replication of the study with a larger sample; (3) replication of the study with schools more greatly polarized on the open and non-open continuum.