Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., et al. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47, 371-406. http://aerj.aera.net
http://dx.doi.org/10.3102/0002831209345157

has been cited by the following article:

• TITLE: The Influence of Classroom Seating Position on Student Learning Gains in Primary Schools in Kenya

  AUTHORS: Moses Waithanji Ngware, James Ciera, Peter K. Musyoka, Moses Oketch

  KEYWORDS: Classroom; Assessment; Learning; Seat; Teaching

  JOURNAL NAME: Creative Education, Vol.4 No.11, November 4, 2013

  ABSTRACT: This paper examines the contribution of classroom students’ seating positions to learning gains. Data were gathered from a sample of 1907 grade six students who sat for the same seat twice over an interval of about 10 months. They were drawn from a random selection of 72 low and high performing primary schools. Results of a multi-level regression show that seating in the front row in a classroom led to higher learning gains of between 5 percent and 27 percent compared to seating in other rows that are farther away from the chalkboard. The policy implication to education is that student’s seating position can be manipulated in a way that it optimizes learning gains for slow learners.