Session Information
ERG SES H 09, Transitions and education
Parallel Paper Session
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
Expected Outcomes
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.
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