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

Robyn Massie*, Harvey Dillon

*Corresponding author for this work

Research output: Contribution to journalReview articlepeer-review

14 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)78-94
Number of pages17
JournalAustralian Journal of Education
Volume50
Issue number1
Publication statusPublished - Apr 2006
Externally publishedYes

Keywords

  • Cross cultural studies
  • Cultural education
  • Student assessment
  • Teacher evaluation
  • Teaching methods
  • Voice disorders

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