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

[1] Adler, P. A., & Adler, P. (2003). Peer power: Preadolescent culture and identity. Rutgers University Press.

[2] Babad, E., & Ezer, H. (1993). Seating locations of sociometrically measured student types: Methodological and substantive issues. British Journal of Educational Psychology, 63(1), 75–87. https://doi.org/10.1111/j.2044-8279.1993.tb01042.x | DOI 10.1111/j.2044-8279.1993.tb01042.x

[3] Bastian, M., Heymann, S., & Jacomy, M. (2009, May 17). Gephi: An open source software for exploring and manipulating networks. International AAAI Conference on Weblogs and Social Media, San Jose, California, USA. https://gephi.org/publications/gephi-bastian-feb09.pdf

[4] Benedict, M. E., & Hoag, J. (2004). Seating location in large lectures: Are seating preferences or location related to course performance?. The Journal of Economic Education, 35(3), 215–231. https://doi.org/10.3200/jece.35.3.215-231 | DOI 10.3200/JECE.35.3.215-231

[5] Bonacich, P. (1987). Power and centrality: A family of measures. American Journal of Sociology, 92(5), 1170–1182. https://doi.org/10.1086/228631 | DOI 10.1086/228631

[6] Bradová, J. (2011). Variácie priestorového usporiadania školskej triedy a ich vplyv na pedagogickú komunikáciu. Studia paedagogica, 16(1), 191–210.

[7] Bradová, J. (2012). Keď zasadací poriadok funguje alebo učiteľsko-žiacke preferencie pri obsadzovaní priestoru školskej triedy. Studia paedagogica, 17(2), 71–92. https://doi.org/10.5817/sp2012-2-5 | DOI 10.5817/SP2012-2-5

[8] Bradová, J. (2020). Priestorové aspekty výukovej komunikácie na základných školách [Dissertation theses, Masaryk University]. Archive of Thesis/Dissertation. https://is.muni.cz/th/nlljr/

[9] Breed, G., & Colaiuta, V. (1974). Looking, blinking, and sitting. Journal of Communication, 24(2), 75–81. https://doi.org/10.1111/j.1460-2466.1974.tb00371.x | DOI 10.1111/j.1460-2466.1974.tb00371.x

[10] Burda, J. M., & Brooks, C. I. (1996). College classroom seating position and changes in achievement motivation over a semester. Psychological Reports, 78(1), 331–336. https://doi.org/10.2466/pr0.1996.78.1.331 | DOI 10.2466/pr0.1996.78.1.331

[11] Cothran, D. J., & Ennis, C. D. (1997). Students' and teachers' perceptions of conflict and power. Teaching and Teacher Education, 13(5), 541–553. https://doi.org/10.1016/s0742-051x(97)85542-4 | DOI 10.1016/S0742-051X(97)85542-4

[12] Freeman, L. C. (1977). A set of measures of centrality based on betweenness. Sociometry, 40(1), 35–41. https://doi.org/10.2307/3033543 | DOI 10.2307/3033543

[13] Gest, S. D., & Rodkin, P. C. (2011). Teaching practices and elementary classroom peer ecologies. Journal of Applied Developmental Psychology, 32(5), 288–296. https://doi.org/10.1016/j.appdev.2011.02.004 | DOI 10.1016/j.appdev.2011.02.004

[14] Getie, A. S. (2020). Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education, 7(1), 1–37. https://doi.org/10.1080/2331186x.2020.1738184 | DOI 10.1080/2331186X.2020.1738184

[15] Granström, K. (1996). Private communication between students in the classroom in relation to different classroom features. Educational Psychology, 16(4), 349–364. https://doi.org/10.1080/0144341960160401 | DOI 10.1080/0144341960160401

[16] Gremmen, M. C., van den Berg, Y. H. M., Steglich, C., Veenstra, R., & Dijkstra, J. K. (2018). The importance of near-seated peers for elementary students' academic engagement and achievement. Journal of Applied Developmental Psychology, 57, 42–52. https://doi.org/10.1016/j.appdev.2018.04.004 | DOI 10.1016/j.appdev.2018.04.004

[17] Hrabal, V. (2002). Diagnostika: Pedagogickopsychologická diagnostika žáka s úvodem do diagnostické aplikace statistiky. Karolinum.

[18] Jones, M. G. (1990). Action zone theory, target students and science classroom interactions. Journal of Research in Science Teaching, 27(7), 651–660. https://doi.org/10.1002/tea.3660270705 | DOI 10.1002/tea.3660270705

[19] Kohl, H. R. (1971). The open classroom: A practical guide to a new way of teaching (3rd ed.). New York Review Book.

[20] Lindquist, S. I., & McLean, J. P. (2011). Daydreaming and its correlates in an educational environment. Learning and Individual Differences, 21(2), 158–167. https://doi.org/10.1016/j.lindif.2010.12.006 | DOI 10.1016/j.lindif.2010.12.006

[21] López-Chao, V., Amado Lorenzo, A., Saorín, J. L., De La Torre-Cantero, J., & Melián-Díaz, D. (2020). Classroom indoor environment assessment through architectural analysis for the design of efficient schools. Sustainability, 12(5), 1–12. https://doi.org/10.3390/su12052020 | DOI 10.3390/su12052020

[22] Marx, A., Fuhrer, U., & Hartig, T. (1999). Effects of classroom seating arrangements on children's question-asking. Learning Environments Research, 2(3), 249–263. https://doi.org/10.1023/a:1009901922191 | DOI 10.1023/A:1009901922191

[23] Meighan, R. (1981). A sociology of education. Holt, Rinehart & Winston.

[24] Moscovici, H. (2007). Mirror, mirrors on the wall, who is the most powerful of all? A self-study analysis of power relationships in science methods courses. Journal of Research in Science Teaching, 44(9), 1370–1388. https://doi.org/10.1002/tea.20204 | DOI 10.1002/tea.20204

[25] Perkins, K. K., & Wieman, C. E. (2005). The surprising impact of seat location on student performance. The Physics Teacher, 43(1), 30–33. https://doi.org/10.1119/1.1845987 | DOI 10.1119/1.1845987

[26] Resnick, L. B., Asterhan, C. S. C., & Clarke, S. (2017). Student discourse for learning. In G. E. Hall, D. M. Gollnick, & L. F. Quinn (Eds.), Handbook of Teaching and Learning. Wiley Blackwell. https://scholars.huji.ac.il/sites/default/files/christaasterhan/files/resnick_asterhan_clarke_2017_student_discourse_for_learning_preprint.pdf

[27] Sabidussi, G. (1966). The centrality index of a graph. Psychometrika, 31(4), 581–603. https://doi.org/10.1007/bf02289527 | DOI 10.1007/BF02289527

[28] Sedova, K., Sedlacek, M., Svaricek, R., Majcik, M., Navratilova, J., Drexlerova, A., Kychler, J., & Salamounova, Z. (2019). Do those who talk more learn more? The relationship between student classroom talk and student achievement. Learning and Instruction, 63, 1–11. https://doi.org/10.1016/j.learninstruc.2019.101217 | DOI 10.1016/j.learninstruc.2019.101217

[29] Šalamounová, Z., & Fučík, P. (2019). The relationship between peer status and students' participation in classroom discourse. Educational Studies. Advance online publication. https://doi.org/10.1080/03055698.2019.1706042 | DOI 10.1080/03055698.2019.1706042

[30] Šalamounová, Z., & Navrátilová, J. (2021). Žáci jako spolužáci: Participace žáků na výukové komunikaci v kontextu jejich vlivu ve třídě. Studia paedagogica, 26(1), 39–68. https://doi.org/https://doi.org/10.5817/SP2021-1-2 | DOI 10.5817/SP2021-1-2

[31] Stires, L. (1980). Classroom seating location, student grades, and attitudes. Environment and Behavior, 12(2), 241–254. https://doi.org/10.1177/0013916580122008 | DOI 10.1177/0013916580122008

[32] Valente, T. W., Coronges, K., Lakon, C., & Costenbader, E. (2008). How correlated are network centrality measures? Connections, 28(1), 16–26.

[33] van den Berg, Y. H. M., & Cillessen, A. H. N. (2015). Peer status and classroom seating arrangements: A social relations analysis. Journal of Experimental Child Psychology, 130, 19–34. https://doi.org/10.1016/j.jecp.2014.09.007 | DOI 10.1016/j.jecp.2014.09.007

[34] Wannarka, R., & Ruhl, K. (2008). Seating arrangements that promote positive academic and behavioural outcomes: A review of empirical research. Support for Learning, 23(2), 89–93. https://doi.org/10.1111/j.1467-9604.2008.00375.x | DOI 10.1111/j.1467-9604.2008.00375.x

[35] Wasserman, S., & Faust, K. (2019). Social network analysis: Methods and applications. NY Cambridge University Press.

[36] White, H. C. (1992). Identity and control: A structural theory of social action. Princeton University Press.

[37] Zhang, M. (2019). "If you take learning seriously, I'll assign you to a good seat": Moralized seating order and the making of educational success in China's public schools. Ethnography and Education, 14(4), 428–447. https://doi.org/10.1080/17457823.2018.1441733 | DOI 10.1080/17457823.2018.1441733

[38] Zomorodian, K., Parva, M., Ahrari, I., Tavana, S., Hemyari, C., Pakshir, K., Jafari, P., & Sahraian, A. (2012). The effect of seating preferences of the medical students on educational achievement. Medical Education Online, 17(1), Article 10448. https://doi.org/10.3402/meo.v17i0.10448. | DOI 10.3402/meo.v17i0.10448