Seating arrangements that promote positive academic and behavioural outcomes: a review of empirical research

By Rachel Wannarka, K. Ruhl. 2008

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Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs (2016, background): “It can also stimulate a better academic and social development for the students (van den Berg et al. 2012; Wannarka and Ruhl 2008).”
Designing Classrooms to Maximize Student Achievement (2014, background): “Weinstein and Woolfolk (1981) state that “the visual appearance of the classroom can be conceptualized as a nonverbal statement about the teacher who has structured this learning environment” (p.”
The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support (2015, background): “This might be explained by the fact that non-contingent support results in superﬁcial processing and hampers constructing a coherent mental model (e.g., Wannarka and Ruhl 2008).”