Title

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

Author

Frank E. Grant, Syracuse University

Date of Award

1972

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Advisor(s)

William F. Anderson

Keywords

Schools Without Failure, Faulty education, Counseling group, Behavioral problems, Educational problems

Subject Categories

Educational Psychology

Abstract

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.

Access

Restricted

Recommended Citation

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. 127.
https://surface.syr.edu/psy_etd/127

http://libezproxy.syr.edu/login?url=http://proquest.umi.com/pqdweb?did=757671911&sid=1&Fmt=1&clientId=3739&RQT=309&VName=PQD