Action zone theory and classroom communication in Czech elementary schools
Author(s):
Jarmila Bradova (presenting / submitting)
Conference:
ECER 2012
Network:
21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Format:
Paper

Session Information

ERG SES H 09, Transitions and education

Parallel Paper Session

Time:
2012-09-18
13:15-14:45
Room:
FCEE - Aula 2.9
Chair:
Alison Neilson

Contribution

Seating arrangement is recognised as one of the main features of classroom environment. Many studies investigated difference between various seating arrangements and students behaviour (Wheldall&Lam, 1987), classroom locations in relation to student personality (Jones, 1990) or their academic performance (Montello, 1988). Classic studies from 1970s concentrated on interrelations between seating locations and classroom communication and introduced so called Action Zone Theory  (Adams&Biddle, 1970), which proved front and central areas in conventionally arranged classroom conveying more intensive verbal interaction between teacher and students. Future replicated or inspired studies either proved (Schnitzerova&Rackova, 1995) or refuted (Delefes&Jackson, 1972) existence of such zone, however in last 15 years there has not been conducted any research of such kind. Presented paper therefore aims to describe situation in Czech elementary school setting and answer main research question How seating location is reflected in verbal interaction between teacher and pupils. Main objective of the research is to map classroom communication in Czech elementary schools depending on spatial factors and bring this topic back to vision field of further academic discussions. Environmental versus behavioral hypothes will be taken into consideration as these two expalnations are most widely used to explain why certain positions in a classroom may be related to certain communicative behaviour.

Method

Selected technique of data collection is a nonparticipant observation performed by two observers who note down communication activity of pupils and teacher into a standardised recording sheet. Gained data are afterwords processed using a quantitative analysis and statistic software IBM SPSS Statistica . After each observed lesson pupils are asked to fill in a questionnaire that studies their seating attitudes, communication willingness, perception of their own communicative activity and relationship with their teacher. The research is performed on a sample of 30 sixth grade classrooms (11 year old pupils), representing 10 city, 10 small town and 10 village schools as there is an assumption that educational communication in a city and in a village will be of a different nature. Each class is observed for a period of one lesson.

Expected Outcomes

Row-and column seating arrangement prevails in Czech elementary school classrooms. Even though pupils have their seat preferences, teachers use seating chart as a strong disciplinary tool and they control seat assignement. As pupils have no possibility to choose their seats, environmental hypotesis needs to be considered. Action zone consequently does not occur in classes as vividly as it used to in 1970s. However teachers tend to place more communicatively active students to the front areas of the classroom and give them more communicative opportunities when they raise their hands. Less communicative students are seated in peripheral areas and manage to avoid communication with teachers as they are not intentionally given many opportunities to speak. Target students and troubling students are identifiable in most classrooms and are strategically given certain positions in a classroom. Data is being collected at the moment and expected finalisation of data collection is April 2012. At the conference in Cadiz more precise interpretation will be presented.

References

Adams, R.S. & Biddle B.J. (1970): Realities of teaching: Explorations with video tape. NewYork: Holt, Rinehart, and Winston. Delefes, P.&Jackson, B.(1972): Teacher-pupil interaction as a function of location in the classroom. Psychology in schools, 9, 119-123 Jones, M.G. (1990). Action zone theory, target students and science classroom interactions. Journal of Research in Science Teaching, 27, 651–660. Koneya, M. (1976): Location and interaction in row and column rating arrangement. Environment and behaviour 8, 265-282 Montello, D.R. (1988). Classroom seating location and its effect on course achievement, participation, and attitudes. Journal of Environmental Psychology, 8, 149–157. Schnitzerová, E.- Račková, E. (1995): Niektoré kvantitatívne charakteristiky pedagogickej interakcie. Psychológia a patopsychológia dieťaťa, 3, 293-301. Wheldall, K & Lam,Y. Rows Versus Tables II: The effects of two classroom seating arrangements on classroom disruption rate, on-task behaviour and teacher behaviour in three special school classes, Educational Psychology, 7, 4, 303-312.

Author Information

Jarmila Bradova (presenting / submitting)
Masaryk University
Department of Educational Sciences
Brno

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