Abstract
cepts, their perceptions of their peers, and their perceptions of school. (We do not address the relationship between classroom organization and student achievement in this paper. See Rosenholtz and Simpson [1984] for a discussion of this issue.) Although the question of how classroom organization affects students has received much attention, most research studies have produced inconsistent or inconclusive findings (for review, see Horwitz 1979; Marshall 1981; Rosenbaum 1980). We believe this occurs in large part because no convincing theory has guided the selection of classrooms to be sampled, the specific classroom dimensions to be compared, or the outcomes to be studied. The central theme presented here is that unidimensional classrooms-classrooms
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