National Acoustic Laboratories Library

The impact of sound-field amplification in mainstream cross-cultural classrooms: Part 2 Teacher and child opinions

By: Massie, Robyn
Contributor(s): Dillon, Harvey
Material type: TextTextOnline resources: Click here to access online In: Australian Journal of Education Vol. 50, No. 1, 2006, 78–94Abstract: This article presents teachers’ and children’s views of the effectiveness of sound-field amplification intervention. The rating scale, Teacher Opinions re Performance in Classrooms (TOPIC) provided information on teacher perceptions regarding changes in student performance in unamplified ‘OFF’ and amplified ‘ON’ listening conditions. The teachers observed improvement in attention, communication strategies and classroom behaviour when the amplification systems were operating. The answers from questionnaires indicated a high level of satisfaction from both teachers and students following use of the systems. Less vocal strain was identified by the teachers to be a major benefit. The children reported that they could hear better, clearer or louder.
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This article presents teachers’ and children’s views of the effectiveness of
sound-field amplification intervention. The rating scale, Teacher Opinions re
Performance in Classrooms (TOPIC) provided information on teacher
perceptions regarding changes in student performance in unamplified ‘OFF’ and
amplified ‘ON’ listening conditions. The teachers observed improvement in attention,
communication strategies and classroom behaviour when the amplification
systems were operating. The answers from questionnaires indicated a high level of
satisfaction from both teachers and students following use of the systems. Less vocal
strain was identified by the teachers to be a major benefit. The children reported
that they could hear better, clearer or louder.

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