An Analysis of Assumptions Underlying Language Arts Instruction in Open Education.

Overview & Synopsis

This study was concerned with the identification of assumptions underlying language arts instruction in open education, the identification of individuals knowledgeable about language arts instruction in open education, a discussion of implications of the identified language arts assumptions for curriculum development in open education, and the listing of curricular guidelines for language arts instruction in open education. A 29-member panel of language arts experts in open education was used in this study. The following conclusions were warranted based on the findings: the validity of the 42 assumptions underlying language arts instruction in open education was supported by the panel; the panel seemed qualified to react to language arts assumptions by reason of the support given them by 87 prominent open educators in the United States and England; the discussion of the panel's impressions seemed to provide a rationale from which successful language arts instructional practices might be developed; and the language arts curricular guidelines which were specified in this study made reference to the practical implementation of the theoretical considerations involved in the assumptions. (Author/RB)