Tasks and tables: the effects of seating arrangements on task engagement in primary classrooms

Hastings, Nigel; Schwieso, Joshua

doi:10.1080/0013188950370306

Cited by 45 publications

(38 citation statements)

References 8 publications

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“…As a replication of Wheldall and Lam's (1987) study, Hastings and Schweiso (1995) studied two parallel classes of suburban 9–11‐year‐olds in an ABA design. They found that the rows arrangement improved on‐task behaviour in the whole class.…”

Section: Resultsmentioning

confidence: 99%

Seating arrangements that promote positive academic and behavioural outcomes: a review of empirical research

Wannarka

Ruhl

2008

Support for Learning

125

119

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Seating arrangements are important classroom setting events because they have the potential to help prevent problem behaviours that decrease student attention and diminish available instructional time. The purpose of this synthesis of empirical literature is to determine which arrangements of desks best facilitate positive academic and behavioural outcomes for primary through secondary high school students with a range of characteristics. Eight studies that investigated at least two of three common arrangements (i.e., rows, groups or semi‐circles) were considered. Results indicate that teachers should let the nature of the task dictate seating arrangements. Evidence supports the idea that students display higher levels of appropriate behaviour during individual tasks when they are seated in rows, with disruptive students benefiting the most.

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Section: Resultsmentioning

confidence: 99%

Seating arrangements that promote positive academic and behavioural outcomes: a review of empirical research

Wannarka

Ruhl

2008

Support for Learning

125

119

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show abstract

“…This observation is in contrast to our earlier study in which primary school pupils were observed to be more on-task when interacting with a teacher and less on-task when either working alone or interacting with other pupils after a similar intervention (Golley et al, 2010), and suggests that the increased alertness and interactivity attributable to modifications to the food and dining environment is manifested differently according to the age of the pupils. It may also reflect different types of interactions related to agespecific teaching modes or classroom layout (see Baines et al, 2003;Hastings and Schweiso, 1995). Younger children were more engaged when interacting with a teacher, but were more distracted when working alone or with other pupils and may require a more didactic approach.…”

Section: Discussionmentioning

confidence: 99%

A randomized controlled trial of the effect of school food and dining room modifications on classroom behaviour in secondary school children

Storey¹,

Pearce²,

Ashfield‐Watt³

et al. 2010

Eur J Clin Nutr

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Background/Objectives: Adequate nutrition is considered important for learning, but there is little robust research on the association between diet and learning in school-aged children in industrialized countries. This study investigated the effect of tailored modifications to the food and dining experience in secondary schools on learning-related behaviours. Subjects/Methods: In 2008, 12 co-educational secondary schools in England were recruited. Schools were randomly allocated to receive a tailored action plan and support to modify their food provision and dining environment over a 15-week period (intervention or to control). Learning-related behaviours were systematically observed during post-lunchtime classes at all schools. Observations were made by trained observers using a validated protocol to determine whether pupils were 'on-task' (concentrating and alert) or 'off-task' (disruptive or disengaged). Results: In total, 156 pupils were observed (control n ¼ 58, intervention n ¼ 98) at baseline (12 210 and 20 560 observations, control and intervention, respectively) and at follow-up (16 846 and 23 462, respectively). On-task and off-task behaviours were similar across treatment groups at baseline. At follow-up, intervention group pupils were 18% more likely to be on-task (odds ratio (OR) 1.18, 95% confidence interval ((95% CI) 1.05-1.33) and 14% less likely to be off-task (OR 0.86, 95% CI 0.75-0.98) compared with control group pupils. Conclusions: This study suggests that modifying food provision and the dining environment can improve learning-related behaviours of secondary school pupils in the post-lunch period. This finding supports ongoing investment and interventions by local authorities across the United Kingdom to improve school food and lunchtime dining facilities.

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“…For example, in a survey of more than 900 college students, women reported feeling more at ease in classrooms with desks arranged in clusters or in rows (Burgess & Kaya, 2007). However, clustered arrangements can also lead to more disruptive and off-task behavior (Hastings & Schwieso, 1995); thus, task demands and learning goals are relevant considerations in selecting optimum seating arrangements (Wannarka & Ruhl, 2008).…”

Section: Classroom Layoutmentioning

confidence: 99%

Designing Classrooms to Maximize Student Achievement

Cheryan

Ziegler

Plaut

et al. 2014

Policy Insights from the Behavioral and Brain Sciences

116

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Improving student achievement is vital for our nation’s competitiveness. Scientific research shows how the physical classroom environment influences student achievement. Two findings are key: First, the building’s structural facilities profoundly influence learning. Inadequate lighting, noise, low air quality, and deficient heating in the classroom are significantly related to worse student achievement. Over half of U.S. schools have inadequate structural facilities, and students of color and lower income students are more likely to attend schools with inadequate structural facilities. Second, scientific studies reveal the unexpected importance of a classroom’s symbolic features, such as objects and wall décor, in influencing student learning and achievement in that environment. Symbols inform students whether they are valued learners and belong within the classroom, with far-reaching consequences for students’ educational choices and achievement. We outline policy implications of the scientific findings—noting relevant policy audiences—and specify critical features of classroom design that can improve student achievement, especially for the most vulnerable students.

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Tasks and tables: the effects of seating arrangements on task engagement in primary classrooms

Cited by 45 publications

References 8 publications

Seating arrangements that promote positive academic and behavioural outcomes: a review of empirical research

Seating arrangements that promote positive academic and behavioural outcomes: a review of empirical research

A randomized controlled trial of the effect of school food and dining room modifications on classroom behaviour in secondary school children

Designing Classrooms to Maximize Student Achievement

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