Considerations for Classroom Seating Arrangements and the Role of Teacher Characteristics and Beliefs

Autor/inn/en	Gremmen, Mariola C.; van den Berg, Yvonne H. M.; Segers, Eliane; Cillessen, Antonius H. N.
Titel	Considerations for Classroom Seating Arrangements and the Role of Teacher Characteristics and Beliefs
Quelle	In: Social Psychology of Education: An International Journal, 19 (2016) 4, S.749-774 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-016-9353-y
Schlagwörter	Classroom Techniques; Class Organization; Teacher Characteristics; Teacher Attitudes; Beliefs; Decision Making; Elementary School Teachers; Semi Structured Interviews; Preferences; Cooperation; Questionnaires; Likert Scales; Individual Differences; Gender Differences; Teaching Experience; Tenure; Correlation; Evaluation Methods; Hypothesis Testing; Foreign Countries; Coding; Grouping (Instructional Purposes); Multiple Regression Analysis; Netherlands + Suchen Sie Ihr Suchwort? Klassenführung; Lehrerverhalten; Belief; Glaube; Decision-making; Entscheidungsfindung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Co-operation; Kooperation; Fragebogen; Likert-Skala; Individueller Unterschied; Geschlechterkonflikt; Amtszeit; Beschäftigungsdauer; Korrelation; Hypothesenprüfung; Hypothesentest; Ausland; Codierung; Programmierung; Grouping; Gruppenbildung; Niederlande
Abstract	As a part of classroom management, teachers face the question of how and where to seat their students. However, it is far from clear what considerations teachers have when making seating arrangements. Therefore, in this study seating arrangement considerations from 50 teachers in grades 4-6 of elementary school were assessed. In Phase 1, teachers were interviewed about their goals and considerations for classroom seating arrangements. Teachers mentioned between 2 and 19 reasons for placing students at specific places in the classroom, with mostly academic considerations. They mainly preferred arrangements in small groups to promote student cooperation. In Phase 2, teachers completed a questionnaire about seating arrangements. This allowed us to examine individual differences between teachers related to gender, years of experience, and beliefs, and the concurrence between the interview and questionnaire data. Teachers reported multiple and various considerations for seating arrangements. Correlations with their general student-oriented or subject-oriented beliefs and personal characteristics were low. The concurrence between measurement methods also was low. The discussion focused on teacher awareness of classroom seating arrangements as an important part of classroom management and a tool for prevention and intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01