The relationship among classroom furniture, student engagement and teacher pedagogy
Author Identifier
Julia E. Morris : https://orcid.org/0000-0003-4481-8050
Document Type
Book Chapter
Publication Title
Teachers as Researchers in Innovative Learning Environments: Case studies from Australia and New Zealand Schools
Volume
20
Issue
3
Publisher
Springer
School
School of Education
RAS ID
76530
Abstract
Furniture is a critical component of an innovative learning environment, yet little empirical data exist about how students and teachers purposefully use furniture to support learning. This study sought to examine how furniture impacted two key variables: (1) student engagement and (2) teacher pedagogies. Using a single subject research design, the project aimed to isolate the effect of furniture on these variables as teachers moved between flexible and traditional furniture arrangements. Flexible rooms offered a range of furniture items, including soft seating options and varying desk heights. Traditional arrangements consisted of groups of standard desks with hard backed chairs. The findings of the study showed that student engagement remained high regardless of furniture provided; however, teacher workload was significantly increased to maintain students’ engagement in traditional furniture settings. In addition, a ‘retained practice of engagement’ factor was identified over the one-term intervention, suggesting longer term engagement measures might drop. The majority of students said furniture does make a difference to their learning, citing physical comfort and self-management of behaviour as two reasons they choose flexible furniture options.
DOI
10.1007/978-981-99-7367-5_9
Access Rights
subscription content
Comments
Morris, J. E., Imms, W., & Dehring, A. (2024). The relationship among classroom furniture, student engagement and teacher pedagogy. In Teachers as Researchers in Innovative Learning Environments: Case Studies from Australia and New Zealand Schools (pp. 123-137). Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-99-7367-5_9