Classroom Space and Student Positions in Peer Social Networks :
An Exploratory Study

J 2021

Classroom Space and Student Positions in Peer Social Networks : An Exploratory Study

LINTNER, Tomáš a Zuzana ŠALAMOUNOVÁ

Základní údaje

Originální název

Classroom Space and Student Positions in Peer Social Networks : An Exploratory Study

Autoři

LINTNER, Tomáš (703 Slovensko, garant, domácí) a Zuzana ŠALAMOUNOVÁ (203 Česká republika, domácí)

Vydání

Studia paedagogica, Masarykova univerzita, 2021, 1803-7437

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Kód RIV

RIV/00216224:14210/21:00119197

Organizační jednotka

Filozofická fakulta

DOI

http://dx.doi.org/10.5817/SP2021-2-3

Klíčová slova anglicky

likeability; dominance; centralities; classroom seating arrangement; social network analysis; sociometry

Štítky

rivok

Změněno: 21. 4. 2022 23:29, Tomáš Lintner, Ph.D.

Anotace

V originále

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.

Návaznosti

GA17-03643S, projekt VaV

Název: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků

Investor: Grantová agentura ČR, Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků

GA21-16021S, projekt VaV

Název: Kolektivita v dialogickém vyučování: Intervenční studie (Akronym: CoDiTe)

Investor: Grantová agentura ČR, Kolektivita v dialogickém vyučování: intervenční studie

Citovat

LINTNER, Tomáš a Zuzana ŠALAMOUNOVÁ. Classroom Space and Student Positions in Peer Social Networks : An Exploratory Study. Studia paedagogica. Masarykova univerzita, 2021, roč. 26, č. 2, s. 49-76. ISSN 1803-7437. Dostupné z: https://dx.doi.org/10.5817/SP2021-2-3.

@article{1790942,
   author = {Lintner, Tomáš and Šalamounová, Zuzana},
   article_number = {2},
   doi = {http://dx.doi.org/10.5817/SP2021-2-3},
   keywords = {likeability; dominance; centralities; classroom seating arrangement; social network analysis; sociometry},
   language = {eng},
   issn = {1803-7437},
   journal = {Studia paedagogica},
   title = {Classroom Space and Student Positions in Peer Social Networks : An Exploratory Study},
   url = {https://journals.phil.muni.cz/studia-paedagogica/article/view/19220},
   volume = {26},
   year = {2021}
}

TY  - JOUR
ID  - 1790942
AU  - Lintner, Tomáš - Šalamounová, Zuzana
PY  - 2021
TI  - Classroom Space and Student Positions in Peer Social Networks : An Exploratory Study
JF  - Studia paedagogica
VL  - 26
IS  - 2
SP  - 49-76
EP  - 49-76
PB  - Masarykova univerzita
SN  - 18037437
KW  - likeability
KW  - dominance
KW  - centralities
KW  - classroom seating arrangement
KW  - social network analysis
KW  - sociometry
UR  - https://journals.phil.muni.cz/studia-paedagogica/article/view/19220
N2  - 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.
ER  -

LINTNER, Tomáš a Zuzana ŠALAMOUNOVÁ. Classroom Space and Student Positions in Peer Social Networks : An Exploratory Study. \textit{Studia paedagogica}. Masarykova univerzita, 2021, roč.~26, č.~2, s.~49-76. ISSN~1803-7437. Dostupné z: https://dx.doi.org/10.5817/SP2021-2-3.

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