Sound-Field Amplification: Enhancing the Classroom Listening Environment for Aboriginal and Torres Strait Islander Children

Autor/inn/en	Massie, Robyn; Theodoros, Deborah; McPherson, Bradley; Smaldino, Joseph
Titel	Sound-Field Amplification: Enhancing the Classroom Listening Environment for Aboriginal and Torres Strait Islander Children
Quelle	In: Australian Journal of Indigenous Education, 33 (2004), S.47-53 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
Schlagwörter	Audio Equipment; Intervention; Acoustics; Classroom Environment; Indigenous Populations; Pacific Islanders; Foreign Countries; Classroom Communication; Classroom Techniques; Hearing Impairments; Teacher Student Relationship; Peer Relationship; Measurement; Audiology; Australia + Suchen Sie Ihr Suchwort? Audio-CD; Akustik; Klassenklima; Unterrichtsklima; Sinti und Roma; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ausland; Klassengespräch; Klassenführung; Hearing impairment; Hörbehinderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Messverfahren; Audiologie; Australien
Abstract	Sound-field amplification is an educational tool that allows control of the acoustic environment in a classroom. Teachers wear small microphones that transmit sound to a receiver system attached to loudspeakers around the classroom. The goal of sound-field amplification is to amplify the teacher's voice by a few decibels, and to provide uniform amplification throughout the classroom without making speech too loud for normal hearing children. This report discusses the major findings of a study which investigated the effects of sound-field amplification intervention on the communication naturally occurring in the classrooms of Aboriginal and Torres Strait Islander children. The audiological findings of the sample population of children are presented, as well as details of the classroom acoustic environment. Sixty-seven percent of the children began the field trials with a slight hearing loss. The results confirmed the extremely noisy and reverberant conditions in which teachers and children are operating on a daily basis. The findings indicated that sound-field amplification intervention encouraged the children to interact with teachers and peers in a proactive way. Teachers identified voice-related factors to be a major personal benefit of the systems. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	University of Queensland. Aboriginal and Torres Strait Islander Studies Unit, Brisbane, Queensland, 4072, Australia. Tel: +61-7-3365-1969; Fax: +61-7-3365-6855; e-mail: ajie@uq.edu.au; Web site: http://www.atsis.uq.edu.au/ajie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10