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Interview studies are still quite rare in open education evaluation, Yet there is a need for more of them, for they may well make up in richness and depth what they lack in statistical precision (Horowitz, 1979). Especially rare are any follow-up studies of students' perceptions of their open education experiences.

Of the studies reviewed concerning students' attitude toward school, evidence indicates that, compared with children in traditional classrooms, open classroom children feel at least equally positive, and often more positive, towards their school experience (Horowitz, 1979).

In a review of the research on the impact of the educational environment on student behavior, attitudes, and achievement, Weinstein (1979) found that the "open concept" educational settings were associated with better attendance, greater participation, and more positive attitudes toward class, the instructor, and classmates.

A study of teaching practices and beliefs by Zahorik (1980) found that teachers in open elementary schools believed more strongly than teachers in other types of schools that students are self-directed, are competent decision makers, and learn through choice and exploration. The study also found that open teachers rejected the roles for teachers as a needs-diagnoser, a problem solving guide and an information giver.

The purpose of this study was to determine the perceptions held by high school graduates toward the open-informal learning environment which they had experienced in the fifth grade. This study was also designed to meet the need for interview and follow-up studies in open education evaluation.

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