Seating arrangements that promote positive academic and behavioural outcomes: a review of empirical research.
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| Title: | Seating arrangements that promote positive academic and behavioural outcomes: a review of empirical research. |
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| Authors: | WANNARKA, RACHEL (AUTHOR), RUHL, KATHY (AUTHOR) |
| Source: | Support for Learning. May2008, Vol. 23 Issue 2, p89-93. 5p. 1 Chart. |
| Subjects: | Seating (Furniture), Classroom utilization, Academic achievement, Psychology of learning, Concept learning, Behavior modification, Behavioral assessment, Comprehensive high schools |
| Abstract: | Seating arrangements are important classroom setting events because they have the potential to help prevent problem behaviours that decrease student attention and diminish available instructional time. The purpose of this synthesis of empirical literature is to determine which arrangements of desks best facilitate positive academic and behavioural outcomes for primary through secondary high school students with a range of characteristics. Eight studies that investigated at least two of three common arrangements (i.e., rows, groups or semi-circles) were considered. Results indicate that teachers should let the nature of the task dictate seating arrangements. Evidence supports the idea that students display higher levels of appropriate behaviour during individual tasks when they are seated in rows, with disruptive students benefiting the most. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Seating arrangements are important classroom setting events because they have the potential to help prevent problem behaviours that decrease student attention and diminish available instructional time. The purpose of this synthesis of empirical literature is to determine which arrangements of desks best facilitate positive academic and behavioural outcomes for primary through secondary high school students with a range of characteristics. Eight studies that investigated at least two of three common arrangements (i.e., rows, groups or semi-circles) were considered. Results indicate that teachers should let the nature of the task dictate seating arrangements. Evidence supports the idea that students display higher levels of appropriate behaviour during individual tasks when they are seated in rows, with disruptive students benefiting the most. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02682141 |
| DOI: | 10.1111/j.1467-9604.2008.00375.x |
