The study described in this report attempted to describe some high school classrooms in terms of such physical features as lighting, acoustics, thermal comfort, furniture design and spatial arrangements. It also sought to explore the possible associations between student seating preference and such "ecological features". The study first tried to confirm some previous research findings with regard to the existence of "zones of participation", associated with student personality traits including academic ability. The researcher then explored whether the "physical conditions" prevalent in classrooms were as much the determinants of student seating choice, as much as the student's personality traits and relationships with his peers and teachers. It further sought to confirm whether seat selection was consistent and to explore whether it was characterised by a range of factors which could be identified and classified. The study lastly aimed to obtain anecdotal data about the students' perceptions of their classroom environments. Information was obtained from one thousand and eighty-six completed questionnaires from students in years seven to ten, in two different types of classroom, in two separate high schools in the Australian Capital Territory. The results in general supported previous findings regarding associations between central and peripheral seating locations and a student's personality traits and academic achievement level. The results, furthermore, suggested some possible dependence upon the classroom's dimensions and opportunity for teacherstudent eye contact as a crucial factor in the relationship between seating location and student achievement level. The data further confirmed that a number of physical as well as social factors were determinants of a student's choice of seat. These factors were found to be consistently identifiable over various age groups, in different kinds of classroom, in different subject areas and between separate schools. The anecdotal data further established the degree of concern and importance attributed to the physical environment by the students.

The research aims to investigate the responses of teachers and learners in a particular rural context to a chapter from a South African English First Additional Language textbook which is currently being developed for commercial publication. The activities and content of the chapter aim to encourage learners to think critically about power relations in teenage relationships. The material was used in two classes of Grade 11 English learners by two English teachers from the same school. Data from classroom observations, from learners’ writing and from interviews with teachers and learners was analysed in order to respond to a series of questions which focus on teachers’ and learners’ responses to a theme which was assumed to be a sensitive and controversial one and responses to the design features of the material. Firstly, the theme appeared not to be considered sensitive or controversial by either teachers or learners. Secondly, the teachers ignored almost completely the pedagogic design of the materials and in doing so negatively affected opportunities for learners to learn. Possible explanations for both findings are discussed.