Presents ethnographic data drawn from observation of three elementary school classes in Kiryah, a development town in Israel. Determines that pupils' classroom seating expresses teachers' behavior patterns, which are said to derive from external social and professional frames of reference. (KH)

Using empirical evidence from 48 classrooms, argues that structural and organizational factors affect the stability and the formation of ability groups in an elementary classroom, which in turn affect growth in academic achievement. Holds that teachers are often impeded from forming the types of groups most conducive to student learning. (CMG)

Examines the perceptions of elementary school students regarding who among their fellow students are "better readers." Particular attention is given to the effects of differences in classroom organization, student age, and student ability on student perception. (MP)

Included are 13 enrichment activities for gifted elementary school students in the subjects of mathematics, classroom seating arrangements, logic, language arts, and science. (CJ)

A survey of 900 Nottinghamshire primary teachers showed that, although they have great freedom in structuring their classes, most of those dealing with children over seven opt for highly traditional teaching methods. Survey results on class organization, class size, use of aides, and preferred instructional materials are summarized. (SJL)

Two articles present suggestions for enhancing classroom management in creative ways. The first article describes how to use flexible seating arrangements to encourage cooperation, friendship, and community. The second article discusses how to encourage and work with classroom volunteers from the community. (SM)

Presents two alternatives to ability grouping--flexible grouping (based on students' level of independence as learners), and cooperative learning groups. Discusses the benefits of cooperative learning, and provides a sample cooperative learning lesson. (MM)

Reviews literature on classroom environment from 1980 onward. Emphasizes elementary settings and students with behavioral deficits. Discusses structure and organization of classrooms, the cognitive process, student and teacher characteristics, and student outcomes. Concludes that research has shifted from cognitive outcomes in the classroom to…

Through observation of teacher language responses, this study examined interaction practices that inhibited, ended, or sustained children's classroom participation. Thirty early childhood educators were observed during 105 30-minute language art classes; 998 female and 1,188 male K-4th grade students were observed. Interactions were coded into one…

This paper reviews selected research studies of multigrade classrooms in Canada, Finland, eight developing nations (India, Korea, Maldives, Nepal, Thailand, Philippines, Sri Lanka, and Indonesia), and the United States. Based on information about the perceptions of multigrade instruction of principals and teachers, the following issues are…

This ERIC digest reviews the history of the multigrade classroom, and summarizes research findings on multigrading effects on achievement and attitude. It also states requirements of teaching and learning in multigrade classrooms. Multigrade classrooms have ranged from the one-room schools of the early 1900s to the ungraded classroom of the 1960s…

To be a competent teacher, the school environment must be organized to preserve a system of student behavior and group functioning which allows the teacher to select the activities in which the group will engage. This is often called "maintaining control" by teachers. Means of organizing the school context to affect student behavior are…

How teachers' incentives affect the way they go about their work is the subject of this report. Data (originally collected for another related study by the author) were obtained through classroom and nonclassroom observations and teacher interviews. The report consists primarily of a comparison of the teaching of two teachers. Material from lesson…

This book is for both elementary school teachers and students. Suggestions are provided for the teacher on ways to organize time, space, and materials with the emphasis on individualized instruction for the pupils. Materials for the students include activities and small questionnaires structured to reveal to the teacher each child's attitudes,…

Presented are guidelines for the use of learning centers to implement individualized instruction with elementary grade educable mentally retarded students. After an introduction, sections focus on the following topics: goals, objectives, the meaning of learning centers, operation of learning centers, classroom design, and starting the day. The…