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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.
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]
Copyright of Support for Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Seating arrangements that promote positive academic and behavioural outcomes: a review of empirical research.
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  Data: 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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  Data: <i>Copyright of Support for Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1111/j.1467-9604.2008.00375.x
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      – Code: eng
        Text: English
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        PageCount: 5
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      – SubjectFull: Seating (Furniture)
        Type: general
      – SubjectFull: Classroom utilization
        Type: general
      – SubjectFull: Academic achievement
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      – SubjectFull: Psychology of learning
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      – SubjectFull: Concept learning
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      – SubjectFull: Behavior modification
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      – SubjectFull: Behavioral assessment
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      – SubjectFull: Comprehensive high schools
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              Text: May2008
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