Název: Variácie priestorového usporiadania školskej triedy a ich vplyv na pedagogickú komunikáciu
Variantní název:
- Variations of the spatial arrangement of the classroom and their impact on educational communication
Zdrojový dokument: Studia paedagogica. 2011, roč. 16, č. 1, s. [191]-210
Rozsah
[191]-210
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/115408
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Témou príspevku je priestorové usporiadanie školskej triedy a jeho vplyv na pedagogickú komunikáciu. Príspevok má charakter prehľadovej štúdie postavenej na prevažne zahraničnom výskume, a predstavuje tri najčastejšie používané typy triedneho usporiadania z pohľadu doterajšieho empirického výskumu. Jednotlivé usporiadania sú predstavené na princípe účelnosti pri konkrétnych organizačných formách výuky a zamýšľaných komunikačných aktivitách a následne sú vzájomne porovnané. V závere príspevok pojednáva o existencii zóny dominantnej aktivity v sálovo usporiadanej triede a o príčinách jej vzniku.
The theme of this contribution is the spatial arrangement of the classroom and its impact on educational communication. The contribution is a review study based largely on research conducted abroad and presents three of the most common types of classroom arrangement as identified by previous empirical research. Specific arrangements are presented on the basis of the principle of efficiency in particular organizational forms of teaching and intended communication activities. These arrangements are then compared with each other. In conclusion, the contribution describes the existence of an action zone in hall-arranged classrooms and the cause of its origin.
Note
Tento článok vznikol v rámci projektu Škola: výzkum vnitřních procesů a vnějších podmínek jejího fungování (GA406/09/H040) financovaného Grantovou agenturou České republiky.
Reference
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[33] MEIGHAN, R. A sociology of education. Eastbourne: Holt, Rinehart & Winston, 1981.
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[35] MORTIMORE, P., SAMMONS, P., STOLL, L., LEWIS, D., ECOB, R. School matters. Wells: Open Books, 1988.
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[37] PEDERSEN, D. M. Privacy preferences and classroom seat selection. Social Behavior & Personality, 1994, roč. 22, č. 4, s. 393–398. | DOI 10.2224/sbp.1994.22.4.393
[38] POLLARD, A., BROADFOOT, P., CROLL, P., OSBORN, M., ABBOTT, D. Changing English primary schools? London: Cassell, 1994.
[39] RATHVON, N. Effective school interventions: evidence-based strategies for improving student outcomes. New York: Guilford Press, 2008.
[40] ROSEFELD, L. B., CIVIKLY, J. M. With Words Unspoken: The Nonverbal Experience. New York: Holt, Rinehart and Winston, 1976.
[41] ROSENFIELD, P., LAMBERT, N. M., BLACK, A. Desk arrangement effects on pupil classroom behaviour. Journal of Educational Psychology, 1985, roč. 77, č. 1, s. 101–108. | DOI 10.1037/0022-0663.77.1.101
[42] SAUR, R. E., POPP, M. J., ISAACS, M. Action zone theory and the hearing-impaired student in the mainstreamed classroom. The Journal of Classroom Interaction, 1984, roč. 19, č. 2, s. 21–25.
[43] SAVAGE, T. V., SAVAGE, M. K. Successful classroom management and discipline: Teaching self-control and responsibility. Thousand Oaks: Sage Publications, 1999.
[44] SCOTT-WEBBER, L. Environmental behavior research and the design of learning spaces. [online]. Society for college and university planning (SCUP), An Arbor, MI, 2004. [cit. 2010-12-10]. Dostupné z: http://www.scup.org/pdf/In-Sync-Chapter2.pdf.
[45] SCHNITZEROVÁ, E., RAČKOVÁ, M. Niektoré kvantitatívne charakteristiky pedagogickej interakcie v situácii frontálneho vyučovania na ZŠ. Psychológia a patopsychológia, 1995, č. 3, s. 293–301.
[46] SCHWEBEL, A. I., CHERLIN, D. L. Physical and social distancing in teacher-pupil relationships. Journal of Educational Psychology, 1972, roč. 63, č. 6, s. 543–550. | DOI 10.1037/h0034081
[47] SOMMER, R. Personal space: The behavioral basis of design. Englecliffs, N.J.: Prentice-Hall Inc., 1969.
[48] STEINZOR, B. The spatial factor in face-to-face discussion groups. Journal of Abnormal and Social Psychology, 1950, roč. 45, č. 3, s. 552–555. | DOI 10.1037/h0061767
[49] TOTUSEK, P. F., STATON-SPICER, A. Q. Classroom seating preference as a function of student personality. Journal of Experimental Education, 1982, roč. 50, č. 3, s. 159–163. | DOI 10.1080/00220973.1982.11011818
[50] TRAYNOR, P. L. A scientific evaluation of five different strategies teachers use to maintain order. Education, 2002, roč. 122, č. 3, s. 493–509.
[51] WANNARKA, R., RUHL, K., Seating arrangements that promote positive academic and behavioural outcomes: a review of empirical research. Support for Learning, 2008, roč. 23, č. 2, s. 89–93. | DOI 10.1111/j.1467-9604.2008.00375.x
[52] WHELDALL, K., LAM, Y. 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, 1987, roč. 7, č. 4, s. 303–312. | DOI 10.1080/0144341870070405
[53] WHELDALL, K., MORRIS, M., VAUGHAN, P., NG, Y. Y. Rows versus tables: an example of the use of behavioural ecology in two classes of eleven-year-old children. Educational Psychology, 1981, roč. 1, č. 2, s. 171–184. | DOI 10.1080/0144341810010206
[54] WHELDALL, K., OLDS, P. Of sex and seating: the effects of mixed and same-sex seating arrangements in junior school classrooms. New Zealand Journal of Educational Studies, 1987, roč. 22, č. 1, s. 71–85.
[55] WENGEL, M. Seating arrangements: Changing with the times. [online ]. 1992. [cit. 2010-08-11]. Dostupné z: http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED348153&ERICExtSearch_SearchType_0=no&accno=ED348153.
[56] WOOD, D. How children think and learn: The social contexts of cognitive development. Oxford: Blackwell, 1998.
[57] WULF, K. M. Relationship of assigned classroom seating area to achievement variables. Educational Research Quarterly, 1977, roč. 2, č. 2, s. 56–62.
[2] AXELROD, S., HALL, R. V., TAMS, A. Comparison of two common classroom seating arrangements. Academic Therapy, 1979, roč. 15, č. 1, s. 29–36.
[3] BABAD, E. Teachers differential behavior. Educational Psychology Review, 1993, roč. 5, č. 4, s. 347–376. | DOI 10.1007/BF01320223
[4] BARKER, R. On the nature of environment. Journal of Social Issues, 1963, roč. 19, č. 4, s. 17–38.
[5] BENNETT, N., BLUNDELL , D. Quantity and quality of work in rows and classroom groups. Educational Psychology, 1983, roč. 3, č. 2, s. 93–105. | DOI 10.1080/0144341830030201
[6] BENNETT, N., DESFOR GE, C., COCKBURN, A., WILKINSON, B. The quality of pupils' learning experiences. London: Lawrence Erlbaum Associates, 1984.
[7] BENNETT, N., DUNN, E. Managing groups. Hemel Hempstead: Simon & Schuster Education, 1992.
[8] BREED, G., COLAIUTA, V. Looking, blinking, and sitting: nonverbal dynamics in the classroom. Journal of Communication, 1974, roč. 24, č. 2, s. 75–81. | DOI 10.1111/j.1460-2466.1974.tb00371.x
[9] COWIE, H., SMITH, P., BOULTON, M., LAVER, R. Cooperation in multi-ethnic classroom. London: David Foulton, 1994.
[10] CURZON, L. B. Teaching in further education: an outline of principles and practice. London: Continuum, 2004.
[11] DELEFES, P., JACKSON, B. Teacher-pupil interaction as a function of location in the classroom. Psychology in the Schools, 1972, roč. 9, č. 2, s. 119–123. | DOI 10.1002/1520-6807(197204)9:2<119::AID-PITS2310090203>3.0.CO;2-G
[12] DEWEY, J. Democracy and education. New York: Macmillan, 1916.
[13] FORMAN, E., CAZDEN, C. B. Exploring Vygotskian perspectives in education: The cognitive value of peer interaction. In WERTSCH, J. V. (Ed.). Culture, communication, and cognition. Cambridge: Cambridge University Press, 1985.
[14] GALTON, M., HARGREAVES, L., COMBER, C., WALL, D., PELL, A. Inside the primary classroom: 20 years on. London: Routledge, 1999.
[15] GALTON, M., SIMON, B., CROLL, P. Inside the primary classroom. London: Routledge, 1980.
[16] GALTON, M., WILLIAMSON, J. Group work in the primary classroom. London: Routledge, 1992.
[17] GAVOR A, P. Učitel a žáci v komunikaci. Brno: Paido, 2005.
[18] GROSS, P. A. Joint curriculum design: facilitating learner ownership and active participation in a classroom. Mahwah: Lawrence Erlbaum Associates, 1997.
[19] HALL, E. T. The Silent Language. New York: Doubleday, 1959.
[20] HASTINGS, N., SCHWEISO, J. Tasks and tables: The effect of seating arrangements on task engagement in primary classrooms. Educational Research, 1995, roč. 37, č. 3, s. 279–291. | DOI 10.1080/0013188950370306
[21] HILLMANN, R. B., BROOKS, C. I., O'BRIEN, J. P. Differences in self-esteem of college freshmen as a function of classroom seating-row preference. Psychological Record, 1991, roč. 41, č. 3, s. 315–320.
[22] JONES, M. G. Action zone theory, target students and science classroom interactions. Journal of Research in Science Teaching, 1990, roč. 27, č. 1, s. 651–660. | DOI 10.1002/tea.3660270705
[23] JONES, K., CHARLTON, T., WILKIN, J. Classroom behaviours which first and middle school teachers in St. Helena find troublesome. Educational Studies, 1995, roč. 21, č. 2, s. 139–153. | DOI 10.1080/0305569950210201
[24] KONEYA, M. Location and interaction in row-and-column seating arrangements. Environment and Behavior, 1976, roč. 8, č. 2, s. 265–282.
[25] KUTNICK, P., BLATCHFORD, P., BAINES, E. Pupil groupings in primary school classroom: Sites for learning a social pedagogy? British Education Research Journal, 2002, roč. 28, č. 2, s. 188–206. | DOI 10.1080/01411920120122149
[26] LATOUR, B. From realpolitik to dingpolitik or how to make things public. [online]. 2004. [cit. 2011-01-12]. Dostupné z: http://www.bruno-latour.fr/sites/default/files/96-DINGPOLITIK-GB.pdf.
[27] LATOUR, B. Reassembling the social. An introduction to Actor-Network-Theory. New York: Oxford University Press, 2005.
[28] MacPHERSON, J. C. Environments and interaction in row-and-column classrooms. Environment and Behavior, 1984, roč. 16, č. 4, s. 481–502. | DOI 10.1177/0013916584164004
[29] MAREŠ, J., KŘIVOHLAVÝ, J. Komunikace ve škole. Brno: Masarykova univerzita v Brně, 1995.
[30] MARX, A., FUHRER, U., HARTIG, T. Effects of classroom seating arrangements on children's question-asking. Learning Environments Research, 1999, roč. 2, č. 3, s. 249–263. | DOI 10.1023/A:1009901922191
[31] McCROSKEY, J. C., McVETTA, R. W. Classroom seating arrangements: Instructional communication theory versus student preferences. Communication Education, 1978, roč. 27, č. 2, s. 99–111. | DOI 10.1080/03634527809378281
[32] McNAMARA, D. R., WAUGH, D. G. Classroom Organization: a discussion of grouping strategies in the light of the "three wise men's" report. School Organization, 1993, roč. 13, č. 1, s. 41–51. | DOI 10.1080/0260136930130104
[33] MEIGHAN, R. A sociology of education. Eastbourne: Holt, Rinehart & Winston, 1981.
[34] MERRETT, F., WHELDALL, K. How do teachers learn to manage classroom behaviour? A study of teachers' opinions about their initial training with special reference to classroom behaviour management. Educational Studies, 1993, roč. 19, č. 1, s. 91–106. | DOI 10.1080/0305569930190106
[35] MORTIMORE, P., SAMMONS, P., STOLL, L., LEWIS, D., ECOB, R. School matters. Wells: Open Books, 1988.
[36] PATTON, J., SNELL, J., KNIGHT, W., GERKEN, K. A survey study of elementary classroom seating designs. [online]. Washington, DC: National Association of School Psychologists. 2001. [cit. 2010-08-11]. Dostupné z: <http:www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED454194&ERICExtSearch_SearchType_0=no&accno=ED454194>.
[37] PEDERSEN, D. M. Privacy preferences and classroom seat selection. Social Behavior & Personality, 1994, roč. 22, č. 4, s. 393–398. | DOI 10.2224/sbp.1994.22.4.393
[38] POLLARD, A., BROADFOOT, P., CROLL, P., OSBORN, M., ABBOTT, D. Changing English primary schools? London: Cassell, 1994.
[39] RATHVON, N. Effective school interventions: evidence-based strategies for improving student outcomes. New York: Guilford Press, 2008.
[40] ROSEFELD, L. B., CIVIKLY, J. M. With Words Unspoken: The Nonverbal Experience. New York: Holt, Rinehart and Winston, 1976.
[41] ROSENFIELD, P., LAMBERT, N. M., BLACK, A. Desk arrangement effects on pupil classroom behaviour. Journal of Educational Psychology, 1985, roč. 77, č. 1, s. 101–108. | DOI 10.1037/0022-0663.77.1.101
[42] SAUR, R. E., POPP, M. J., ISAACS, M. Action zone theory and the hearing-impaired student in the mainstreamed classroom. The Journal of Classroom Interaction, 1984, roč. 19, č. 2, s. 21–25.
[43] SAVAGE, T. V., SAVAGE, M. K. Successful classroom management and discipline: Teaching self-control and responsibility. Thousand Oaks: Sage Publications, 1999.
[44] SCOTT-WEBBER, L. Environmental behavior research and the design of learning spaces. [online]. Society for college and university planning (SCUP), An Arbor, MI, 2004. [cit. 2010-12-10]. Dostupné z: http://www.scup.org/pdf/In-Sync-Chapter2.pdf.
[45] SCHNITZEROVÁ, E., RAČKOVÁ, M. Niektoré kvantitatívne charakteristiky pedagogickej interakcie v situácii frontálneho vyučovania na ZŠ. Psychológia a patopsychológia, 1995, č. 3, s. 293–301.
[46] SCHWEBEL, A. I., CHERLIN, D. L. Physical and social distancing in teacher-pupil relationships. Journal of Educational Psychology, 1972, roč. 63, č. 6, s. 543–550. | DOI 10.1037/h0034081
[47] SOMMER, R. Personal space: The behavioral basis of design. Englecliffs, N.J.: Prentice-Hall Inc., 1969.
[48] STEINZOR, B. The spatial factor in face-to-face discussion groups. Journal of Abnormal and Social Psychology, 1950, roč. 45, č. 3, s. 552–555. | DOI 10.1037/h0061767
[49] TOTUSEK, P. F., STATON-SPICER, A. Q. Classroom seating preference as a function of student personality. Journal of Experimental Education, 1982, roč. 50, č. 3, s. 159–163. | DOI 10.1080/00220973.1982.11011818
[50] TRAYNOR, P. L. A scientific evaluation of five different strategies teachers use to maintain order. Education, 2002, roč. 122, č. 3, s. 493–509.
[51] WANNARKA, R., RUHL, K., Seating arrangements that promote positive academic and behavioural outcomes: a review of empirical research. Support for Learning, 2008, roč. 23, č. 2, s. 89–93. | DOI 10.1111/j.1467-9604.2008.00375.x
[52] WHELDALL, K., LAM, Y. 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, 1987, roč. 7, č. 4, s. 303–312. | DOI 10.1080/0144341870070405
[53] WHELDALL, K., MORRIS, M., VAUGHAN, P., NG, Y. Y. Rows versus tables: an example of the use of behavioural ecology in two classes of eleven-year-old children. Educational Psychology, 1981, roč. 1, č. 2, s. 171–184. | DOI 10.1080/0144341810010206
[54] WHELDALL, K., OLDS, P. Of sex and seating: the effects of mixed and same-sex seating arrangements in junior school classrooms. New Zealand Journal of Educational Studies, 1987, roč. 22, č. 1, s. 71–85.
[55] WENGEL, M. Seating arrangements: Changing with the times. [online ]. 1992. [cit. 2010-08-11]. Dostupné z: http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED348153&ERICExtSearch_SearchType_0=no&accno=ED348153.
[56] WOOD, D. How children think and learn: The social contexts of cognitive development. Oxford: Blackwell, 1998.
[57] WULF, K. M. Relationship of assigned classroom seating area to achievement variables. Educational Research Quarterly, 1977, roč. 2, č. 2, s. 56–62.