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

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)