School

Classroom Seats (08-25-21)

Rohrer, Keller, and Elwert found that where students sit influences relationships formed with classmates.  They report that they “randomized the seating charts of 182 3rd through 8th grade classrooms (N = 2,966 students) for the duration of one semester. We found that being seated next to each other increased the probability of a mutual friendship from 15% to 22% on average. Furthermore, induced proximity increased the latent propensity toward friendship equally for all students, regardless of students' . . . similarity with respect to educational achievement, gender, and ethnicity.

More on Nature Near Schools (06-17-21)

A research team lead by Claesen confirms the value of greenery near elementary school buildings. The group report that “Greenery was measured within school boundaries and surrounding Euclidean buffers [essentially, rings around the schools] (100, 300, 1000 and 2000 m) using the Normalized Difference Vegetation Index. . . . . Greenery was positively associated with Reading [test] scores in Year 3 (all buffers except 2000 m) and in Year 5 (all buffers), with Numeracy [test scores] in Years 3 and 5 (all buffers) and with Grammar & Punctuation [test scores] in Year 5 (all buffers). . .

Effects of Active Learning, Teaching, Design (04-22-21)

Hao, Barnes, and Jing investigated the effects of college level active learning on educational outcomes; classroom layouts and furnishings can provide more or less support for active learning.  The researchers determined that “Active learning environments were found to have little influence, whereas active learning and teaching were found to have a significantly-positive influence on student achievements. . . . Active learning classrooms, characterised by open learning spaces, movable tables and seats, and learning technologies, are designed to better support effective learning. . . .

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