Creativity and achievement of second graders in open and traditional classrooms

Susan G. Forman, James D. McKinney

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

The Wallach-Kogan Tests of Creativity and 3 subtests of the Iowa Tests of Basic Skills were administered to 129 2nd graders who had continuous experience in either open or traditional classrooms as defined by the Walberg-Thomas Open Education Scale. Five classes of each type were studied in 3 different school systems. Although students in traditional classes in one school system had higher fluency scores than those in open classes, consistent differences in fluency were not found; no significant group effects were found for uniqueness scores. However, Ss in traditional classrooms scored consistently higher than those in open classrooms on measures of vocabulary, reading, and mathematics achievement. (26 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish
Pages (from-to)101-107
Number of pages7
JournalJournal of Educational Psychology
Volume70
Issue number1
DOIs
StatePublished - Feb 1 1978

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Creativity
creativity
school system
classroom
Vocabulary
Mathematics
Reading
Students
Education
vocabulary
mathematics
education
experience
Group
student

Keywords

  • achievement, 2nd graders
  • open vs traditional classrooms, creativity &

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Creativity and achievement of second graders in open and traditional classrooms. / Forman, Susan G.; McKinney, James D.

In: Journal of Educational Psychology, Vol. 70, No. 1, 01.02.1978, p. 101-107.

Research output: Contribution to journalArticle

Forman, Susan G. ; McKinney, James D. / Creativity and achievement of second graders in open and traditional classrooms. In: Journal of Educational Psychology. 1978 ; Vol. 70, No. 1. pp. 101-107.
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