Abstract
The study observed the spatial distribution of activity in a second-third-grade open classroom before and after a change in the physical design. It tested the general hypothesis that minor changes in the physical setting could produce predictable, desirable changes in student behavior. The experimenter observed for two weeks, using a time-sampling-by-child instrument. The activities and locations of the students were recorded on a floor plan of the room. Design changes were then made with specific behavioral goals in mind, and a two-week post-change observation period was begun. In most cases, the desired behavior changes were produced. Time-series analysis indicated that these changes were statistically significant.
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