You are not currently logged in.
Access JSTOR through your library or other institution:
Classroom Seating Choice and Teacher Perceptions of Students
John A. Daly and Amy Suite
The Journal of Experimental Education
Vol. 50, No. 2 (Winter, 1981/1982), pp. 64-69
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/20151431
Page Count: 6
You can always find the topics here!Topics: Teachers, Students, Classrooms, College students, Standard deviation, Grade levels, Discriminants, Educational research, High school students, Seating charts
Were these topics helpful?See something inaccurate? Let us know!
Select the topics that are inaccurate.
Preview not available
Based on research linking seating position to participation and achievement in classrooms this study investigated the impact of seat position on teachers' initial judgments of students. Teachers were presented with a seating chart where the student's chosen seat, sex, and grade were described. Teachers made evaluations on the basis of this information. Results indicated a significant effect for seating and a three-way interaction. Students sitting forward in the classroom are regarded more favorably than those sitting in the rear. Teachers regard males sitting in the rear and females sitting forward more positively in the early grades and less positively in the later grades than their counterparts. In addition, teacher social-communicative anxiety affects evaluations based upon seating choice. High-anxious teachers differentiate between students on the basis of seating significantly more than low-anxious teachers.
The Journal of Experimental Education © 1981 Taylor & Francis, Ltd.