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…

Investigates the relationships among classroom organizational features, teacher characteristics, and classroom activities in 32 urban Mexican preschools. Suggests that complex interactions among these variables determine school quality. Includes 13 references. (SV)

Discusses literacy experiences in a multiage classroom, noting different kinds of groupings and showing how the teacher grouped and regrouped the children on a typical school day. Argues that flexible grouping is an effective organizational approach appropriate to any classroom. (SR)

Teacher management of the extensity (duration) and intensity (abundance) of resources is identified as a major factor in pupils' active learning in classroom situations (time and effort expended in learning a task). Seven compensatory education curricula evaluations in the Project Follow Through Study ('74) serve as the data base for the analysis.…

Examines how kindergarten children's concepts of work and play affect their classification of school activities. Finds that children classify the activities as either play or work on the basis of absence of the teacher, location of activity, level of noise permitted, and the materials used. (RS)

A total of 21 full-day structured classroom observations were conducted in six classes of the Austin Independent School District Bilingual Preschool Project (Texas) having a high incidence of limited-English-proficient (LEP) students. Each class consisted of 15 LEP students and 3 English-proficient students. It was anticipated that…

Two authors discuss the allocation of classroom instructional and noninstructional time and suggest ways that an elementary teacher can increase students' engaged time and his/her own productivity as a teacher. (Author/SJL)

Presents some of the findings of the ORACLE research program (Observational Research and Classroom Learning Evaluation), a detailed observational study of teacher-student interaction, teaching styles, and management methods within a sample of primary classrooms. (Editor/SJL)

This article examines some British classroom studies and raises further research questions on small group instruction (SGI) as a teaching tool. Considered are teachers' use of SGI; its efficacy for cognitive, language, and social development; and student-to-student interaction patterns in relation to seating, sex, and ability mix. (SJL)

The purpose of this study was to determine whether collective bargaining significantly affects teacher time, particularly time spent in instruction and preparation. The study was based on recent research indicating that student achievement is affected by the time teachers spend in these areas. Researchers divided the activities performed by…

The effect of organizational characteristics of classrooms on student friendship patterns is examined. Classrooms which vary in architectural settings, grouping procedures and pedagogical techniques are seen to place differential constraints on student interaction and to produce different patterns of relations. A number of hypotheses are tested in…

It was concluded the 3-group achievement plan did as well as the flexible grouping plan and less time was needed for planning and implementation. (Author)

Reviews research in the areas of classroom organization and management, delineating the principles underlying a comprehensive approach to these areas. (MP)

The authors briefly describe their research on teaching cooperative classroom behavior to students; outline the essential components of a curricular activity designed to foster cooperative behavior; and explain how teachers can promote in their students both the skills and the affective components of cooperation. (SJL)

AN EXPERIMENT TO INVESTIGATE THE GENERATION OF NEW IDEAS AS A RESULT OF SUBGROUP PARTICIPATION WAS CONDUCTED WITH TWO U.S. HISTORY CLASSES IN GRADES 7-8. THREE WAYS OF ORGANIZING CLASS ACTIVITY WERE USED--INDIVIDUALLY, SUBGROUPS, AND FULL-CLASS SESSION. "CLASS A" WAS QUIETER, MORE DELIBERATE, MORE STABLE, MORE DEPENDENT, AND LESS ABLE…