Evaluating the effect of secondary school seating arrangements on on-task behaviors: An analysis of student behavior and teacher movement
Abstract
A small-n, reversal design study was conducted to assess student behavior and teacher movement through classroom management practices targeting seating arrangements. Three middle school classrooms were identified in this study to assess student on-task behavior and teacher movement when students are seating in groups when compared to traditional row seating. Classrooms participating in this study were selected from schools implementing Positive Behavior Interventions and Supports (PBIS) to further illustrate the usage of PBIS practices in the classroom as it relates to classroom management practices. Results from the current study depict higher levels of on-task behavior when students are seated in row seating arrangements when compared to groups seating arrangements. Teacher movement showed an increase across all three classrooms when students were seated in a group arrangement. Findings from the current study illustrate seating arrangements alone cannot predict student behavior.
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- OSU Dissertations [11222]