Název: Classroom space and student positions in peer social networks : an exploratory study
Zdrojový dokument: Studia paedagogica. 2021, roč. 26, č. 2, s. [49]-76
Rozsah
[49]-76
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2021-2-3
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/143971
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
The aim of this explorative research study was to identify the relationship between the positions of individual students in their peer social networks and their classroom seating arrangement through sociometry and social network analysis. We examined the social networks of 17 classrooms comprising 363 students (183 boys, 180 girls) attending lower secondary schools (ISCED 2A). We found that positions in social networks could not be connected with single specific seating positions. Nonetheless, certain tendencies can be observed. Students who are perceived as more likeable sit in the middle column of the classroom and are seated close to each other. Locations inhabited by dominant students are positioned further from teachers and further apart from each other. The increase of the values of degree centrality, closeness centrality, and eigenvector centrality is noticeable in desks positioned further away from the teacher. By comparing these results with studies examining seating arrangements as a means of distributing learning opportunities through student participation, specific zones can be observed in the classroom that could benefit the children seated there in their roles as students and at the same time in their roles as classmates.
eng
Note
This article is an output of the project Collectivity in Dialogic Teaching: An Intervention Study (GA21-16021S) funded by the Czech Science Foundation.
Reference
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[2] Babad, E., & Ezer, H. (1993). Seating locations of sociometrically measured student types: Methodological and substantive issues. British Journal of Educational Psychology, 63(1), 75–87. https://doi.org/10.1111/j.2044-8279.1993.tb01042.x | DOI 10.1111/j.2044-8279.1993.tb01042.x
[3] Bastian, M., Heymann, S., & Jacomy, M. (2009, May 17). Gephi: An open source software for exploring and manipulating networks. International AAAI Conference on Weblogs and Social Media, San Jose, California, USA. https://gephi.org/publications/gephi-bastian-feb09.pdf
[4] Benedict, M. E., & Hoag, J. (2004). Seating location in large lectures: Are seating preferences or location related to course performance?. The Journal of Economic Education, 35(3), 215–231. https://doi.org/10.3200/jece.35.3.215-231 | DOI 10.3200/JECE.35.3.215-231
[5] Bonacich, P. (1987). Power and centrality: A family of measures. American Journal of Sociology, 92(5), 1170–1182. https://doi.org/10.1086/228631 | DOI 10.1086/228631
[6] Bradová, J. (2011). Variácie priestorového usporiadania školskej triedy a ich vplyv na pedagogickú komunikáciu. Studia paedagogica, 16(1), 191–210.
[7] Bradová, J. (2012). Keď zasadací poriadok funguje alebo učiteľsko-žiacke preferencie pri obsadzovaní priestoru školskej triedy. Studia paedagogica, 17(2), 71–92. https://doi.org/10.5817/sp2012-2-5 | DOI 10.5817/SP2012-2-5
[8] Bradová, J. (2020). Priestorové aspekty výukovej komunikácie na základných školách [Dissertation theses, Masaryk University]. Archive of Thesis/Dissertation. https://is.muni.cz/th/nlljr/
[9] Breed, G., & Colaiuta, V. (1974). Looking, blinking, and sitting. Journal of Communication, 24(2), 75–81. https://doi.org/10.1111/j.1460-2466.1974.tb00371.x | DOI 10.1111/j.1460-2466.1974.tb00371.x
[10] Burda, J. M., & Brooks, C. I. (1996). College classroom seating position and changes in achievement motivation over a semester. Psychological Reports, 78(1), 331–336. https://doi.org/10.2466/pr0.1996.78.1.331 | DOI 10.2466/pr0.1996.78.1.331
[11] Cothran, D. J., & Ennis, C. D. (1997). Students' and teachers' perceptions of conflict and power. Teaching and Teacher Education, 13(5), 541–553. https://doi.org/10.1016/s0742-051x(97)85542-4 | DOI 10.1016/S0742-051X(97)85542-4
[12] Freeman, L. C. (1977). A set of measures of centrality based on betweenness. Sociometry, 40(1), 35–41. https://doi.org/10.2307/3033543 | DOI 10.2307/3033543
[13] Gest, S. D., & Rodkin, P. C. (2011). Teaching practices and elementary classroom peer ecologies. Journal of Applied Developmental Psychology, 32(5), 288–296. https://doi.org/10.1016/j.appdev.2011.02.004 | DOI 10.1016/j.appdev.2011.02.004
[14] Getie, A. S. (2020). Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education, 7(1), 1–37. https://doi.org/10.1080/2331186x.2020.1738184 | DOI 10.1080/2331186X.2020.1738184
[15] Granström, K. (1996). Private communication between students in the classroom in relation to different classroom features. Educational Psychology, 16(4), 349–364. https://doi.org/10.1080/0144341960160401 | DOI 10.1080/0144341960160401
[16] Gremmen, M. C., van den Berg, Y. H. M., Steglich, C., Veenstra, R., & Dijkstra, J. K. (2018). The importance of near-seated peers for elementary students' academic engagement and achievement. Journal of Applied Developmental Psychology, 57, 42–52. https://doi.org/10.1016/j.appdev.2018.04.004 | DOI 10.1016/j.appdev.2018.04.004
[17] Hrabal, V. (2002). Diagnostika: Pedagogickopsychologická diagnostika žáka s úvodem do diagnostické aplikace statistiky. Karolinum.
[18] Jones, M. G. (1990). Action zone theory, target students and science classroom interactions. Journal of Research in Science Teaching, 27(7), 651–660. https://doi.org/10.1002/tea.3660270705 | DOI 10.1002/tea.3660270705
[19] Kohl, H. R. (1971). The open classroom: A practical guide to a new way of teaching (3rd ed.). New York Review Book.
[20] Lindquist, S. I., & McLean, J. P. (2011). Daydreaming and its correlates in an educational environment. Learning and Individual Differences, 21(2), 158–167. https://doi.org/10.1016/j.lindif.2010.12.006 | DOI 10.1016/j.lindif.2010.12.006
[21] López-Chao, V., Amado Lorenzo, A., Saorín, J. L., De La Torre-Cantero, J., & Melián-Díaz, D. (2020). Classroom indoor environment assessment through architectural analysis for the design of efficient schools. Sustainability, 12(5), 1–12. https://doi.org/10.3390/su12052020 | DOI 10.3390/su12052020
[22] Marx, A., Fuhrer, U., & Hartig, T. (1999). Effects of classroom seating arrangements on children's question-asking. Learning Environments Research, 2(3), 249–263. https://doi.org/10.1023/a:1009901922191 | DOI 10.1023/A:1009901922191
[23] Meighan, R. (1981). A sociology of education. Holt, Rinehart & Winston.
[24] Moscovici, H. (2007). Mirror, mirrors on the wall, who is the most powerful of all? A self-study analysis of power relationships in science methods courses. Journal of Research in Science Teaching, 44(9), 1370–1388. https://doi.org/10.1002/tea.20204 | DOI 10.1002/tea.20204
[25] Perkins, K. K., & Wieman, C. E. (2005). The surprising impact of seat location on student performance. The Physics Teacher, 43(1), 30–33. https://doi.org/10.1119/1.1845987 | DOI 10.1119/1.1845987
[26] Resnick, L. B., Asterhan, C. S. C., & Clarke, S. (2017). Student discourse for learning. In G. E. Hall, D. M. Gollnick, & L. F. Quinn (Eds.), Handbook of Teaching and Learning. Wiley Blackwell. https://scholars.huji.ac.il/sites/default/files/christaasterhan/files/resnick_asterhan_clarke_2017_student_discourse_for_learning_preprint.pdf
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[28] Sedova, K., Sedlacek, M., Svaricek, R., Majcik, M., Navratilova, J., Drexlerova, A., Kychler, J., & Salamounova, Z. (2019). Do those who talk more learn more? The relationship between student classroom talk and student achievement. Learning and Instruction, 63, 1–11. https://doi.org/10.1016/j.learninstruc.2019.101217 | DOI 10.1016/j.learninstruc.2019.101217
[29] Šalamounová, Z., & Fučík, P. (2019). The relationship between peer status and students' participation in classroom discourse. Educational Studies. Advance online publication. https://doi.org/10.1080/03055698.2019.1706042 | DOI 10.1080/03055698.2019.1706042
[30] Šalamounová, Z., & Navrátilová, J. (2021). Žáci jako spolužáci: Participace žáků na výukové komunikaci v kontextu jejich vlivu ve třídě. Studia paedagogica, 26(1), 39–68. https://doi.org/https://doi.org/10.5817/SP2021-1-2 | DOI 10.5817/SP2021-1-2
[31] Stires, L. (1980). Classroom seating location, student grades, and attitudes. Environment and Behavior, 12(2), 241–254. https://doi.org/10.1177/0013916580122008 | DOI 10.1177/0013916580122008
[32] Valente, T. W., Coronges, K., Lakon, C., & Costenbader, E. (2008). How correlated are network centrality measures? Connections, 28(1), 16–26.
[33] van den Berg, Y. H. M., & Cillessen, A. H. N. (2015). Peer status and classroom seating arrangements: A social relations analysis. Journal of Experimental Child Psychology, 130, 19–34. https://doi.org/10.1016/j.jecp.2014.09.007 | DOI 10.1016/j.jecp.2014.09.007
[34] Wannarka, R., & Ruhl, K. (2008). Seating arrangements that promote positive academic and behavioural outcomes: A review of empirical research. Support for Learning, 23(2), 89–93. https://doi.org/10.1111/j.1467-9604.2008.00375.x | DOI 10.1111/j.1467-9604.2008.00375.x
[35] Wasserman, S., & Faust, K. (2019). Social network analysis: Methods and applications. NY Cambridge University Press.
[36] White, H. C. (1992). Identity and control: A structural theory of social action. Princeton University Press.
[37] Zhang, M. (2019). "If you take learning seriously, I'll assign you to a good seat": Moralized seating order and the making of educational success in China's public schools. Ethnography and Education, 14(4), 428–447. https://doi.org/10.1080/17457823.2018.1441733 | DOI 10.1080/17457823.2018.1441733
[38] Zomorodian, K., Parva, M., Ahrari, I., Tavana, S., Hemyari, C., Pakshir, K., Jafari, P., & Sahraian, A. (2012). The effect of seating preferences of the medical students on educational achievement. Medical Education Online, 17(1), Article 10448. https://doi.org/10.3402/meo.v17i0.10448. | DOI 10.3402/meo.v17i0.10448