A Study of the Effects of Open Ended Classroom Meetings on Social and Academic Self-Concept and Internal Responsibility for Academic Successes and Failures, In A Group of Fourth-Grade Elementary School Pupils
Date of Award
Doctor of Philosophy (PhD)
William F. Anderson
Schools Without Failure, Faulty education, Counseling group, Behavioral problems, Educational problems
William Glasser's Schools Without Failure approaches to problems facing schools today, notably the school's overemphasis on failure as a motivating device, stems from the development of his work as a private and consulting psychiatrist. ... Glasser's program to reduce school failure is a total psycho-educational statement regarding what he perceives as "faulty education," and effects such traditional educative techniques as punishment, non-promotion, testing, homework, and student classification. Most central to Glasser's ideas for evolving schools without failure is his emphasis on classroom meetings, in which the teacher-led class group becomes a counseling group where time is spent developing the social responsibility necessary to solve behavioral and educational problems.
Grant, Frank E., "A Study of the Effects of Open Ended Classroom Meetings on Social and Academic Self-Concept and Internal Responsibility for Academic Successes and Failures, In A Group of Fourth-Grade Elementary School Pupils" (1972). Psychology - Dissertations. Paper 127.