Relevant bibliographies by topics / Classroom acoustic

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Classroom acoustic'

Author: Grafiati
Published: 14 March 2023

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Journal articles on the topic "Classroom acoustic"

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Spratford, Meredith, Elizabeth A. Walker, and Ryan W. McCreery. "Use of an Application to Verify Classroom Acoustic Recommendations for Children Who Are Hard of Hearing in a General Education Setting." American Journal of Audiology 28, no. 4 (2019): 927–34. http://dx.doi.org/10.1044/2019_aja-19-0041.

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Purpose Classrooms including children who are hard of hearing (CHH) may be modified to manage noise and reverberation and improve speech perception. Little is known about the acoustic characteristics of contemporary general education classrooms that include CHH compared to classrooms of typical peers. We proposed the following research questions about the acoustic environment of general education classrooms including CHH: (a) How reliable are acoustic measurements collected using an iOS device, application, and external microphone? (b) What proportion of classrooms meet the American National Standards Institute's standards for unoccupied noise levels and reverberation? Method A smartphone application was used to measure sound levels, reverberation, and clarity for 164 general education classrooms including CHH. Linear mixed models were used to examine the following: (a) reliability of acoustic measures made using an application and external microphone and (b) predictors of sound levels, reverberation, and clarity for elementary classrooms including CHH. Results Results indicate the application reliably measures classroom acoustics. Classrooms exceeded the American National Standards Institute's recommended noise levels, but met reverberation time guidelines. Grade; heating, ventilation, and air conditioning status; and room volume predicted classroom acoustics. Conclusions As a screening tool, the application was shown to be effective in reliably measuring reverberation and classroom noise levels. The high levels of noise in unoccupied classrooms indicate a need for increased use of noise abatement strategies and the use of remote-microphone systems, especially in classrooms where noise levels cannot feasibly be reduced. Using an application may be a cost-effective method for monitoring important acoustic features that impact children's ability to understand speech in the classroom.
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Horst Andrade, Fernanda, Rodrigo Scoczynski Ribeiro, and Manuel Teixeira Braz César. "Analysis of the acoustical environment of classrooms in three brazilian public schools through measurements and 3d simulation." INTER-NOISE and NOISE-CON Congress and Conference Proceedings 263, no. 6 (2021): 91–99. http://dx.doi.org/10.3397/in-2021-1132.

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The present study analyses the outdoor and indoor sound pressure levels (SPL) and the reverberation time (RT) measured in three Brazilian public classrooms. For the SPL, a sound level analyzer (class II) was used, and for the RT it was used a smartphone for the measurements. The sound sources were the impulses of bursting balloons and the data was processed in a MatLab toolbox (ITA-Toolbox). The classrooms were also simulated in an open source modeling software (I-SIMPA), using ray-tracing principles. Based on the results of the simulations, supported by the low-cost measurements, it was observed that the classroom didn't reach the national standards for classroom acoustics. Some improvements were designed with sustainable materials in order to reach the lower limits of the standards using the same room acoustics software. It was observed that the low-cost measurements helped on the diagnosis of classroom's acoustic issues which was also verified in the 3D simulation. This procedure showed itself as a cheap solution for classroom acoustic designs.
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Mogas Recalde, Jordi, Ramon Palau, and Marian Márquez. "How classroom acoustics influence students and teachers: A systematic literature review." Journal of Technology and Science Education 11, no. 2 (2021): 245. http://dx.doi.org/10.3926/jotse.1098.

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Acoustics in schools have been studied during years, but nowadays there are more possibilities than ever before to introduce improvements. This study presents a systematic literature review determining what acoustic parameters are present in classrooms and how they affect both teachers and students. Following the analysis, we put forward a two-block classification: the physical parameters of the sound or noise in the classroom and the consequences of the acoustics on the people in the classroom. Advances in the design of learning spaces and the use of technologies ranging from devices and green material to advanced automation systems make it possible to direct acoustic solutions toward smarter learning spaces. This review also highlights the acoustic parameters to consider in smart classrooms (noise, reverberation, speech transmission and speech clarity) and the main effects of acoustics on teachers and students. Some conclusions and recommendations are drawn, but more research is needed in terms of school improvement considering acoustics influence and smart classrooms possibilities.
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Berg, Frederick S., James C. Blair, and Peggy V. Benson. "Classroom Acoustics." Language, Speech, and Hearing Services in Schools 27, no. 1 (1996): 16–20. http://dx.doi.org/10.1044/0161-1461.2701.16.

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Classroom acoustics are generally overlooked in American education. Noise, echoes, reverberation, and room modes typically interfere with the ability of listeners to understand speech. The effect of all of these acoustical parameters on teaching and learning in school needs to be researched more fully. Research has shown that these acoustical problems are commonplace in new as well as older schools, and when carried to an extreme, can greatly affect a child's ability to understand what is said (Barton, 1989; Blair, 1990; Crandell, 1991; Finitzo, 1988). The precise reason for overlooking these principles needs to be studied more fully. Recently, however, acoustic principles have been clarified, and technologies for measuring room acoustics and providing sound systems have become available to solve many of the acoustical problem in classrooms (Berg, 1993; Brook, 1991; D'Antonio, 1989; Davis & Davis, 1991; Davis & Jones, 1989; Eargle, 1989; Egan, 1988; Everest, 1987, 1989; Foreman, 1991; Hedeen, 1980). This article describes parameters of the problem, its impact on students and teachers, and four possible solutions to the problem. These solutions are noise control, signal control without amplification, individual amplification systems, and sound field amplification systems.
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Astolfi, Arianna, Greta Minelli, and Giuseppina Emma Puglisi. "A basic protocol for the acoustic characterization of small and medium-sized classrooms." Journal of the Acoustical Society of America 152, no. 3 (2022): 1646–59. http://dx.doi.org/10.1121/10.0013504.

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To promote a fast and effective characterization of the sound environment in small and medium-sized classrooms, a basic measurement protocol, based on a minimum number of parameters and positions, is provided. Measurements were taken in 29 occupied classrooms belonging to 13 primary schools in Turin, Italy, that differ in location and typology. The background noise level was acquired during silent and group activities, and the reverberation time, speech clarity, useful-to-detrimental ratio and speech level, were acquired along the main axis of each classroom and in one or two offset positions. To reduce the number of measured parameters that can be used to fully characterize classroom acoustics, data were divided into two groups on the basis of a cutoff value of maximum occupied reverberation time in the case of moderate and severe requirements. Given the strong correlation among the quantities, thresholds were identified for the other acoustical parameters, and their accuracy and precision were tested to assess their ability to classify the acoustic quality as compliant or non-compliant. Results suggest that more convenient parameters, like clarity in the central position of the classroom, can be used instead of reverberation time to classify classroom acoustics.
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Mealings, Kiri. "The effect of classroom acoustic conditions on literacy outcomes for children in primary school: A review." Building Acoustics 29, no. 1 (2021): 135–56. http://dx.doi.org/10.1177/1351010x211057331.

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Literacy skills are essential for success in today’s society. However, classrooms often have suboptimal acoustic conditions for learning. The goal of this review was to synthesize research assessing the effect of different classroom acoustic conditions on children’s literacy. A comprehensive search of four online databases was conducted in August 2021. The search term was classroom AND (noise OR reverberation OR acoustics) AND (reading OR spelling OR writing OR literacy). Eighteen papers were deemed relevant for the review plus an additional seven from their references. The types of acoustic conditions that have been assessed, the types of measures used to assess literacy, and the effect of the acoustic conditions on children’s reading, writing, and spelling outcomes are discussed. Suggestions for the classroom acoustic conditions needed to ensure appropriate literacy development and areas for future research are also considered.
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Iglehart, Frank. "Speech perception and deaf and hard of hearing children in the classroom: A multidisciplinary effort in the United States to bring data and standards to architects, school districts, and into building codes." INTER-NOISE and NOISE-CON Congress and Conference Proceedings 265, no. 6 (2023): 1932–35. http://dx.doi.org/10.3397/in_2022_0272.

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This presentation will discuss efforts by a multidisciplinary team to overcome the notable lack of progress in the United States in acoustic accommodations for deaf and hard of hearing children in the classroom. Data collected through research efforts by members of this team, and by others, demonstrate the benefits of appropriate acoustics for all children and especially those deaf and hard of hearing. These efforts have resulted in a voluntary standard in classroom acoustics specifically for deaf and hard of hearing children by the American National Standards Institute. This standard, however, is not reaching built classrooms. This team representing the fields of acoustics, architecture and audiology is using speech perception data and new computer simulations to increase awareness of the need for classroom acoustic standards in building codes to accommodate deaf and hard of hearing children.
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Li, Shangzhi, Li Zeng, Shuting Qiu, Hongfa Sun, and Zhifeng Xiang. "Research and optimization of acoustic environment in ordinary classrooms of middle school." E3S Web of Conferences 356 (2022): 02055. http://dx.doi.org/10.1051/e3sconf/202235602055.

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A good classroom acoustic environment will contribute to teachers’ health and students’ learning. Comfortable acoustic environment requires suitable reverberation time, sufficient loudness, uniform sound field distribution, high language clarity, and no acoustic defects such as echo and acoustic focusing. In this study, the optimization strategy of acoustic environment is proposed through the investigation, field testing and numerical simulation analysis of a middle school classroom in Wenzhou under different ventilation conditions. The results show: the key factors affecting the classroom acoustic environment are outdoor activity noise, corridor noise, and classroom teacher-student activity noise. Through optimization, the quality of classroom acoustic environment is improved significantly. Classroom reverberation time (intermediate frequency) decreased from 1.5s to 0.7s; ALC decreased from 9.65% to 4.75%; STI increased from 0.534 to 0.664. The research results provided reference for acoustic design of secondary school classrooms in the future.
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Crandell, Carl, Joseph Smaldino, and Brian Kreisman. "Classroom Acoustic Measurements." Seminars in Hearing 25, no. 02 (2004): 189–200. http://dx.doi.org/10.1055/s-2004-828669.

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Olechowska, Marcelina, Artur Nowoświat, Michał Marchacz, and Karolina Kupczyńska. "Indicative Assessment of Classroom Acoustics in Schools Built in Reinforced Concrete Technology on The Example of a School Building in Zabrze." IOP Conference Series: Materials Science and Engineering 1203, no. 2 (2021): 022007. http://dx.doi.org/10.1088/1757-899x/1203/2/022007.

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Abstract In view of room acoustics in schools, not only noise level is extremely important, but also the reverberation conditions in a given room. Such conditions affect the intelligibility of speech, which determines the acquisition level of knowledge conveyed by the teacher. The article presents problems of school classroom acoustics for a building made in reinforced concrete technology on the example of a school building in Zabrze. For the research, we selected one of schools established in 1970s as a memorial of the Millennium Jubilee of the Republic of Poland. The obtained results of the reverberation time indicate poor acoustic conditions, which, regrettably, is quite common in Polish schools. For low frequencies, the reverberation time of a classroom for teaching mathematics was over 2 seconds, and for medium frequencies it was almost 2 seconds. The article presents the acoustics of the studied classrooms without proposals of acoustic adaptation.
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Dissertations / Theses on the topic "Classroom acoustic"

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Elwekil, Engy Moustafa. "Optimizing Classroom Acoustic Performance to Promote Children's Education and Wellbeing." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/604868.

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America was the leader in quantity and quality of high school diplomas. Today, it is ranked thirty six in the world. Some of the main factors that affect education in America are witnessing us on a daily basis. These factors affect our visual, thermal and auditory comfort levels. As environmentalists we strive to find solutions to these problems. Unfortunately, some designers aim their designs to merely aesthetics. Leaving out the environmental factor of thermal comfort to be dictated by mechanically engineers and not paying attention to how occupants interact with sound within the built environment. Today I will discuss how to design for the ears, and how sound has a major role in education promoting Children's health and wellbeing. Education reach its way to our minds through listening in adequate environment. Optimum design appreciates and is tailored to experiencing all five senses. Goal of this research: Design proper noise levels for classrooms to provide students with an optimal learning environment is imperative. Reverberation times need to be carefully sized and calculated, particularly in the primary grades when the young student's ears are not fully developed. Conduct background noise and reverberation time measurements in classrooms to assess the problem and recommend solutions. Acoustic performance design is vital. Good Sound = Happy Sound.
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Leidholdt, Hanna. "Urbana skolgårdar med god ljudmiljö : Akustiska aspekter på skolgårdens design och funktion." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-395777.

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Barn förväntas kunna leka, vila och lära sig på skolgården, men ljudnivåerna är ofta höga. Det ger upphov till frågan om ljudmiljön på skolgårdar ligger på lämpliga nivåer för dessa tre aktiviteter och hur den kan anpassas. Syftet med examensarbetet är att identifiera vad en lämplig ljudmiljö på skolgårdens olika platser är och att identifiera vilka åtgärder och designverktyg som kan användas för att förbättra ljudmiljön. Undersökning av hur och i vilken utsträckning en ljudmiljö kan modifieras för att göra den lämplig för utomhusundervisning utförs också. Examensarbetet avgränsas till grundskolor för barn mellan sex och sexton år och hur skolgården kan anpassas till barn i den åldern. Relevanta studier om hur ljud och ljudmiljö påverkar barns hälsa, inlärnings- och prestationsförmåga undersöktes för att identifiera kriterier för de tre funktionerna: (1) lek, (2) rekreation och (3) pedagogisk verksamhet. Genom att studera både forskning om den akustiska effekten av olika designverktyg och forskning om miljöer för barn identifieras akustiska designverktyg som kan användas för skolgårdar. Slutligen analyserades möjligheten att anpassa olika områden på skolgården för de tre funktionerna genom att modellera i CATT-Acoustic och genom att undersöka ljudmiljön på två befintliga innerstadsskolor som ett ljudlandskap. I CATT-Acoustic användes parametrarna efterklangstid, T20, ljudförstärkning, G, och Speech Transmission Index, STI. Resultatet var att en lämplig ljudmiljö anpassad till (1) lek kan ha en låg taltydlighet (STI mellan 0,46 och 0,66),  en begränsad efterklangstid (T20 under 1,2 s) och är öppen med en ljuddämpande markyta, (2) rekreation har en kort efterklangstid T20 under 0,5 s), en begränsad ekvivalent ljudnivå Leq under 50 dBA) och absorberande eller ojämna ytor i sin omgivning och (3) undervisning bör integreras inom skolgården och bestå av platser där undervisning och annan verksamhet kan äga rum. Där föreslås T20 vara 0,5 s,  Leq  under 50 dBA och absorberande ytor som ger bra förutsättningar för röstkommunikation och lärande. Minst en plats föreslås vara en mötesplats som uppfyller kriterierna för undervisning som förstärker tal genom att ha en reflekterande yta placerad bakom talarens position och vara avskärmad av en absorberande vägg. Undersökningen visade att designen av skolgården och platsen för verksamheten i förhållande till skolgårdsväggarna kan förbättra ljudmiljön. Genom mjuka markmaterial (gräs, sand och grus), indelning av skolgården i flera zoner med exempelvis växtbeklädda barriärer och avskärmning från ljud utanför skolgården, kan ljudmiljön förbättras. Bullriga aktiviteter kan placeras längre bort från reflekterande ytor och ett rekreationsområde kan skapas genom absorberande ytor och diffusa skärmar. Undervisningen kan ske på många olika platser där minst en kan vara nära en reflekterande vägg som förstärker talet.<br>Children are expected to be able to play, rest and have lessons in schoolyards. This made me interested in investigating if the sound environment in schoolyards is at suitable levels for these three activities. The purpose of my master’s thesis was to identify what a suitable sound environment in the different areas of a schoolyard is, and to identify measures and design tools that can be used to improve the sound environment. I also investigate in what extent a sound environment can be modified to make it suitable for outdoor education. The thesis focuses on schools with six- to sixteen-year-old pupils and how children this age are affected by the sound environment. Relevant studies on how sound and the sound environment affect children’s health, learning and performance skills were examined to identify criteria for the three functions: (1) play, (2) recreation and (3) educational activities. By studying research about design tools and their acoustic effect on the one hand and studies about environments for children on the other hand I identified acoustic design tools which could be used in schoolyards. At last I analysed the possibility to adjust different areas for the three functions. I analysed the sound environment on two inner city schools as a “soundscape” and modelled sound distribution in an open space similar to inner-city schoolyards in CATT-Acoustic and used the parameters reverberance time (RT), gain (G) and Speech Transmission Index (STI). As result of this master’s thesis an appropriate sound environment in an area for (1) play has a lower speech understanding (STI between 0.46 and 0.66), has a limited reverberation time (RT under 1,2 s) and open with a sound-damping ground surface (2) recreation has a short reverbaration time (RT under 0.5 s), limited equivalent noise level (Leq under 50 dBA) and a lot of absorbent or diffuse surfaces in its surroundings (3) teaching should be integrated in the schoolyard as places where teaching and other activities can take place. There you should find 0.5 s RT, under 50 dBA Leq and absorbent surfaces that provide good conditions for voice communication and learning. At least one place is proposed to be a meeting place that meets the criteria for teaching and amplifies speech by having a reflective surface placed behind the speaker position and shielded by some absorbent wall. It is found that the design of the schoolyard and the location of the activities in relation to the schoolyard walls can improve the sound environment. The sound environment can be improved through especially soft ground materials (grass, sand and gravel), subdivision of the schoolyard into smaller areas, while using sound absorbing noise barriers which can be combined with planting and protect from noise from outside the schoolyard. Noisy activities can be placed further away from reflective areas and an area for recreation can be created through absorbent surfaces and diffuse screens. Teaching can take place in many different places where at least one of the places can be close to one reflective wall that amplifies the speech.
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Santos, Roberta de Lourdes Silva dos. "Análise da influência de parâmetros acústicos na inteligibilidade da fala: um estudo em salas de aula de escolas municipais de João Pessoa." Universidade Federal da Paraí­ba, 2012. http://tede.biblioteca.ufpb.br:8080/handle/tede/5218.

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Made available in DSpace on 2015-05-08T14:53:23Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 2055398 bytes, checksum: 43197d6b75577729437f7dba59775cde (MD5) Previous issue date: 2012-08-03<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Researchs in the area of environmental comfort conducted in schools reported that, considering the thermophysical variables, the acoustic variable is more important than the other variables, especially in relation to thermal, luminous and indoor air quality variables, since this is the variable that is directly tied to speech intelligibility, with impacts on the performance of teachers and students. However, the sound pressure level of speech, the reverberation of the room and the background noise are factors that can affect the speech intelligibility in classrooms. Thus, from the guidelines of Brazilian and international standards, we evaluated the acoustic conditions of 119 classrooms of municipal schools in the city of Joao Pessoa, Brazil. Through the construction of a beta regression model, it was verified how much the acoustic parameters of these rooms can affect the speech intelligibility of teachers. It was found that the level from external sources to classrooms, background noise, reverberation time and the speech intelligibility index is not within the reference values established in those standards. The mathematical modeling showed a high consistency, with a value of 0,9956 for the pseudo R2 and the variable "Reverberation Time" (p-value = 2 . 10-16) was the most representative, odds ratio= 0,228126, demonstrating that this variable affects the quality of intelligibility at around 77,18%.<br>Estudos na área de conforto ambiental realizados em estabelecimentos de ensino registraram que, considerando as variáveis termofísicas, a variável acústica possui uma importância superior às outras variáveis, nomeadamente em relação às variáveis térmica, luminínica e da qualidade do ar interior, uma vez que esta é a variável que está diretamente vinculada à inteligibilidade da fala com repercussões no desempenho de professores e alunos. Contudo, o nível de pressão sonora da fala, a reverberação da sala e o ruído de fundo são fatores que podem interferir na inteligibilidade da fala em salas de aula. Assim, a partir das diretrizes de normas brasileiras e internacionais, foram avaliadas as condições acústicas de 119 salas de aulas das Escolas Municipais, na cidade de João Pessoa, no Brasil. Através da construção de um modelo de regressão beta, verificou-se em que medida os parâmetros acústicos destas salas interferem na inteligibilidade da fala dos professores. Constatou-se que o nível de ruído advindo de fontes externas às salas de aula, ruído de fundo, tempo de reverberação e o Índice de Inteligibilidade da fala não se encontram dentro dos valores de referência estabelecidos nas normas aplicáveis. A modelagem matemática apresentou uma elevada consistência, com um valor de 0,9956 para o pseudo R2 e a variável Tempo de Reverberação (p-value = 2 . 10-16) foi a mais representativa; odds ratio= 0,228126, demonstrando que esta variável afeta a qualidade da inteligibilidade no em torno de 77,18%.
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Tafur, Jimenez Luis. "Assessment of a hybrid numerical approach to estimate sound wave propagation in an enclosure and application of auralizations to evaluate acoustical conditions of a classroom to establish the impact of acoustic variables on cognitive processes." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/398545/.

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In this research, the concept of auralization is explored taking into account a hybrid numerical approach to establish good options for calculating sound wave propagation and the application of virtual sound environments to evaluate acoustical conditions of a classroom, in order to determine the impact of acoustic variables on cognitive processes. The hybrid approach considers the combination of well-established Geometrical Acoustic (GA) techniques and the Finite Element Method (FEM), contemplating for the latter the definition of a real valued impedance boundary condition related to absorption coefficients available in GA databases. The realised virtual sound environments are verified against real environment measurements by means of objective and subjective methods. The former is based on acoustic measurements according to international standards, in order to evaluate the numerical approaches used with established acoustic indicators to assess sound propagation in rooms. The latter comprises a subjective test comparing the virtual auralizations to the reference ones, which are obtained by means of binaural impulse response measurements. The first application of the auralizations contemplates an intelligibility and listening difficulty subjective test, considering different acoustic conditions of reverberation time and background noise levels. The second application studies the impact of acoustic variables on the cognitive processes of attention, memory and executive function, by means of psychological tests.
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Holm, Sebastian, and Petra Lagerberg. "En effektiv lektion : En interventionsstudie kring akustikåtgärder och taluppfattbarhet hos en femteklass." Thesis, KTH, Byggvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-174028.

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Detta är en interventionsstudie av hur rumsakustiken i ett klassrum påverkar en lektion beträffande tidseffektivisering samt taluppfattbarhet. Studien jämför resultat av olika mätningar och tester före och efter en rumsakustisk åtgärd i form av ett nedpendlat akustiktak. Åtgärden utförs i ett klassrum på S:t Hansskolan i Visby, i syfte att undersöka huruvida en förbättring av ljudmiljön i klassrummet kan ge positiva samhällsekonomiska effekter. De mätningar och tester som genomförts ger tillsammans en bild av klassrummets akustiska egenskaper före och efter åtgärden. Mätningarna innefattar tidtagning av uppstartstid av en lektion samt olika rumsakustiska mätningar och tester beträffande taluppfattbarhet. Mätningar visar att klassrummets ljudmiljö efter den rumsakustiska åtgärden har förbättrats med kortare efterklangstider, förbättrade förhållanden med rummets reflexer samt ett förbättrat talöverföringsindex. Även ett lyssningstest har genomförts och resultaten visar att taluppfattbarheten har ökats. Lärarens tidtagning visar att uppstartstiden förkortats med åtminstone 15 minuter per vecka. Sammantaget visar studien att den rumsakustiska åtgärden inneburit en ökning i nyttjad lektionstid som dessutom blivit mer effektiv genom en uppmätt ökad taluppfattbarhet. Observerade nyttoeffekter anses väga tyngre än investeringskostnaden till den grad att installationen rekommenderas till befintliga skolmiljöer och inte bara vid nyproduktion.<br>This is an interventional study of how classroom acoustics affects a class in regards to time effectiveness and speech intelligibility. The study compares results of measurements and tests before and after acoustical treatments in the form of a new acoustic ceiling. The treatments are made in a classroom in S:t Hansskolan elementary school, with the aim to see whether an improvement in room acoustics can lead to socio economic gains through an increase in the effective time for a lesson. The combined measurements and tests show the state of the acoustical environment before and after the treatments. Measurements includes the time it takes to get a lesson going, as well as various acoustical measurements and tests regarding speech intelligibility. Results shows that the room acoustics have improved with reduced reverberation times, an increase in early reflexes compared to late, as well as improved speech transmission index values. The class also scores higher on hearing in noise tests, which implies an increase in speech intelligibility. The teacher’s timekeeping shows that the time it takes to start classes has shortened by at least 15 minutes per week. On a whole the study shows that the acoustic treatments has led to an increase in use of planned time for each lesson, which through increased speech intelligibility also has become more effective. Observed socio economic effects outweigh the cost of the installation to the point that it is recommended not only to new classrooms but also to existing school environments.
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Greenland, Emma Elizabeth. "Acoustics of open plan classrooms in primary schools." Thesis, London South Bank University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506704.

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Durup, N. D. "An investigation into the effects of classroom acoustics on teachers' voices." Thesis, London South Bank University, 2017. http://researchopen.lsbu.ac.uk/2735/.

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The acoustic design of classrooms has traditionally focused on pupils hearing the teacher. There is a need for guidance on the consideration of voice ergonomics for teachers in classroom design. This project undertook measurements of teachers' voices in classrooms with different acoustic properties to examine possible relationships between voice parameters and classroom acoustics. The mean voice level measured was classified as 'loud' (based on guidance values) and the participants spoke for a large proportion of the day (average 21%). Those teaching in rooms with higher unoccupied noise levels spoke with a higher sound level. There was a significant, moderate, positive correlation between voice levels in female participants and the unoccupied noise levels in the same region of the noise spectrum as the fundamental frequency of the female voice. There were signs of a similar relationship for male participants. This indicated that the control of low frequency noise levels and reverberation times (not currently covered by schools guidance documents in England) may be important in reducing voice levels and the associated vocal risks. An online survey was also undertaken which gathered 153 responses and included questions on voice problems, voice training, classroom acoustics and general health. The respondents reported a number of interesting findings. 66% reported having experienced voice problems, with many continuing to work despite these problems. A relatively small proportion of respondents had received voice training (41%), and many reported shouting or raising their voice. There were greater rates of reported voice problems in teachers of young children and those teaching in open plan classrooms. Subjectively the main acoustic issues for teachers were inadequate internal sound insulation and excessive reverberation. External noise intrusion was not reported as significant.
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Odelius, Johan. "Communication acoustics in classroom environments : on the use of assistive listening devices /." Luleå : Division of sound and vibration, Department of human work sciences, Luleå university of technology, 2010. http://pure.ltu.se/ws/fbspretrieve/4485381.

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BELAND, MICHELLE LYNNE. "AN INVESTIGATION OF CLASSROOM ACOUSTICS IN BUILDINGS CONSTRUCTED IN DIFFERENT ERAS OF THE 20TH CENTURY." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1054296040.

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Odelius, Johan. "Communication quality : a conceptual approach focusing on classroom assistive listening devices." Licentiate thesis, Luleå : Luleå University of Technology, 2007. http://epubl.ltu.se/1402-1757/2007/16/.

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Books on the topic "Classroom acoustic"

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Flexer, Carol Ann, and Joseph J. Smaldino. Handbook of acoustic accessibility: Best practices for listening, learning, and literacy in the classroom. Thieme, 2012.

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How to teach collaborative strategic reading: Classroom-ready materials to create better readers in mixed-ability classrooms. Jossey-Bass, 2012.

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Benjamin, Seep, and Acoustical Society of America. Technical Committee on Architectural Acoustics., eds. Classroom acoustics: A resource for creating learning environments with desirable listening conditions. The Society, 2000.

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J, Smaldino Joseph, Flexer Carol Ann, and Crandell Carl C, eds. Sound field amplification: Applications to speech perception and classroom acoustics. 2nd ed. Thomson Delmar Learning, 2005.

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J, Smaldino Joseph, and Flexer Carol Ann, eds. Sound-field FM amplification: Theory and practical applications. Singular Pub. Group, 1995.

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J, Smaldino, and Flexer C. Handbook of Acoustic Accessibility. Best Practices for Listening, Learning, and Literacy in the Classroom.1st Edition. Georg Thieme Verlag, 2012. http://dx.doi.org/10.1055/b-006-160994.

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Smaldino, Joseph J., Carl C. Crandell, and Gary Siebein. Classroom Acoustics for Normal and Hearing Impaired Children. Singular, 2006.

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Flexer, Carol, Joseph J. Smaldino, and Carl C. Crandell. Sound Field Amplification: Applications to Speech Perception and Classroom Acoustics. 2nd ed. Singular, 2004.

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Book chapters on the topic "Classroom acoustic"

1

Mealings, Kiri Trengove. "Acoustics and Classrooms." In Encyclopedia of Educational Innovation. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-2262-4_200-1.

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Mealings, Kiri Trengove. "Acoustics and Classrooms." In Encyclopedia of Educational Innovation. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-2262-4_200-2.

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Brandt, Anders, and Christopher Kjær. "Flipping the Classroom for a Class on Experimental Vibration Analysis." In Rotating Machinery, Hybrid Test Methods, Vibro-Acoustics & Laser Vibrometry, Volume 8. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30084-9_14.

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Özçetin, Zuhal, Füsun Demirel, Merve Görkem, and S. Gül Ilisulu. "Acoustic Comfort Evaluation with the Simulation Program Specific to the Educational Buildings of Bozok University Classrooms." In Lecture Notes in Civil Engineering. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63709-9_13.

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Li, Qian, Qingqing Meng, Jiaqi Chu, Zepeng Li, Zhenyang Wen, and Xuan Tang. "Post-occupancy evaluation of indoor acoustic and thermal environment in college classrooms in cold regions of China." In Advances in Petrochemical Engineering and Green Development. CRC Press, 2022. http://dx.doi.org/10.1201/9781003318569-63.

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Larson, Katherine R. "Sweet Echo." In The Matter of Song in Early Modern England. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198843788.003.0005.

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Although music was integral to masques, the genre’s visual extravagance tends to overshadow its acoustic elements in scholarly and classroom discussions. This chapter focuses on “Sweet Echo,” the Lady’s song in Milton’s A Mask Presented at Ludlow Castle (Comus), which was performed in 1634 by 15-year-old Alice Egerton. The unusual level of detail that survives about this masque’s performance history, combined with the musical settings extant in Henry Lawes’s autograph manuscript, now held at the British Library, facilitates a suggestive evaluation of early modern song in terms of the rhetorical interplay between lyric, musical setting, and performance context. It also constitutes a striking case study for considering the acoustic impact of women’s singing voices. Milton’s depiction of temptation and self-discipline in Comus, whose moral message is encapsulated in miniature in the Lady’s performance of “Sweet Echo,” hinges on his audience’s experience of song as an acoustic, embodied, and gendered phenomenon.
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Randles, Clint. "Setting the Stage for Success." In Music Teacher as Music Producer. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197519455.003.0005.

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Abstract This chapter covers preparation for acting as a live performance engineer in the context of the very different kind of classroom discussed in the rest of the book. It contains inspirations for the things that are necessary in order to prepare for and be successful in performances in the community and beyond. It covers the qualities and roles of a teacher in this environment, acoustic considerations, and technical concerns before and during the concert, including mixing and lighting.
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Simovic, Vladimir, Sinisa Fajt, and Miljenko Krhe. "Stochastic Based Simulations and Measurements of Some Objective Parameters of Acoustic Quality: Subjective Evaluation of Room Acoustic Quality with Acoustics Optimization in Multimedia Classroom (Analysis with Application)." In Stochastic Modeling and Control. InTech, 2012. http://dx.doi.org/10.5772/45950.

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"Classroom Acoustics." In The MIT Encyclopedia of Communication Disorders. The MIT Press, 2003. http://dx.doi.org/10.7551/mitpress/4658.003.0153.

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Randles, Clint. "Instruments and Effects." In Music Teacher as Music Producer. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197519455.003.0004.

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Abstract The history of musical instruments is full of innovative musicians and composers working to stretch what is possible in their music. The pursuit of new sounds and the emerging technologies surrounding them tell a story of curiosity, exploration, and discovery. Human beings push their art as far as they can, stretch it to include sounds that were not typical, use scales that were once foreign, and employ techniques for sound enhancement that were once not employed. Instruments are all at some level a form of technology. This chapter considers instruments as tools for creative expression in the classroom. Its focus is on the electric guitar and its associated effects and amplification, but it also considers bass guitars, keyboards and acoustic and digital drum sets. The chapter closes with a short look at custom instrument building.
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Conference papers on the topic "Classroom acoustic"

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Lei, LI. "Design of Acoustic System in Smart Classroom." In 2021 6th International Conference on Intelligent Computing and Signal Processing (ICSP). IEEE, 2021. http://dx.doi.org/10.1109/icsp51882.2021.9408811.

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Sisto, R., D. Annesi, P. Nataletti, F. Sanjust, A. Moschetto, and L. Cerini. "1750 Vocal effort in teachers: dose measurements and classroom acoustic parameters." In 32nd Triennial Congress of the International Commission on Occupational Health (ICOH), Dublin, Ireland, 29th April to 4th May 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/oemed-2018-icohabstracts.1461.

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Bugallo, Monica F., Helio Takai, Michael Marx, David Bynum, and John Hover. "MARIACHI: A multidisciplinary effort to bring science and engineering to the classroom." In ICASSP 2008. IEEE International Conference on Acoustic, Speech and Signal Processes. IEEE, 2008. http://dx.doi.org/10.1109/icassp.2008.4518196.

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Daliņa, Dace, and Vēsma Ozoliņa. "Problems of Group Management in Preschool Music Lessons and Possible Solutions." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.15.

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The research was implemented within the framework of the University of Latvia master’s study program “Pedagogy” course “Effective classroom management”. During the action research, the researchers identified group management problems in music lessons at educational institution X, in group Y. Key problem identified was the insufficient attention of children at the beginning of the lesson. The research proceeded to also look for possible solutions. The aim is to analyse current methods of delivering effective music classes in a pre-school setting, and propose and validate new strategies to improve the beginning of a music lesson. The study involved 17 preschool children (11 boys and 6 girls), a music teacher, and two group teachers, and an observer. The study was conducted from October 2019 to March 2020. The first results of the action research show that as the teacher changed her classroom activities, introduced certain group management techniques, such as signalling and acoustic counting, and repeating these as a routine activity in each lesson, children’s attention improved significantly at the beginning of the music lesson and became more sustained.
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Rus, Tania, Dorin Beu, and Calin Ciugudeanu. "THE IMPACT OF THE INDOOR ENVIRONMENTAL QUALITY ON STUDENTS’ PERFORMANCE." In GEOLINKS Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/geolinks2021/b1/v3/05.

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"The indoor environment quality is a key factor in people's lives, which directly affects their comfort, performance, health and well-being. The main factors that contribute to the indoor environmental quality are thermal comfort, air and lighting quality and acoustics. This study aims to extend the current knowledge on the impact of IEQ on students’ performance. Field measurements on environmental factors were performed in two similar classrooms, with the same number of students engaged in a written examination. Compliance of the indoor environmental parameters with the current standards regulations was performed. Students’ performance was quantified by their exam grades. The results of the field measurements show that, in both classrooms, the acoustics and air quality do not fulfil the standard regulations, especially in the case of carbon dioxide concentration which exceeds a lot the threshold limit of 1000 ppm. The outcomes of the study also reveal that in the classroom where the concentration of carbon dioxide is higher, the students scored lower grades, therefore we can conclude that indoor environmental quality has an impact on students’ performance."
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Peng, Zhao, Siu-Kit Lau, Lily M. Wang, Sean D. Browne, and Kenneth P. Roy. "Binaural room impulse response database acquired from a variable acoustics classroom." In 163rd Meeting Acoustical Society of America/ACOUSTCS 2012 HONG KONG. ASA, 2013. http://dx.doi.org/10.1121/1.4793567.

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Jaramillo, Ana, and Michael Ermann. "Noise in the Classroom." In 160th Meeting Acoustical Society of America. Acoustical Society of America, 2012. http://dx.doi.org/10.1121/1.4772719.

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Pulella, Paola, L'Ubos Hladek, Paolo Croce, and Bernhard U. Seeber. "Auralization of acoustic design in primary school classrooms." In 2021 IEEE International Conference on Environment and Electrical Engineering and 2021 IEEE Industrial and Commercial Power Systems Europe (EEEIC / I&CPS Europe). IEEE, 2021. http://dx.doi.org/10.1109/eeeic/icpseurope51590.2021.9584677.

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Whiting, Jennifer K., Zachary R. Jensen, Timothy W. Leishman, Mark L. Berardi, and Eric J. Hunter. "Classroom acoustics for vocal health of elementary school teachers." In 169th Meeting of the Acoustical Society of America. Acoustical Society of America, 2015. http://dx.doi.org/10.1121/2.0000074.

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Daga, Clarice C., Hetty N. C. C. Lobo, José A. P. C. Lobo, and Carlos E. L. Melo. "Acoustical Comfort in Classrooms: Case Study at the University of Brasília." In ASME 2018 Noise Control and Acoustics Division Session presented at INTERNOISE 2018. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/ncad2018-6119.

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The acoustic conditions in school spaces are fundamental for the success of the learning process. This article aims to present the results of acoustic comfort by the analytical method of 9 classrooms with different geometric characteristics of the University of Brasília. In classrooms the background noise limits are 40 to 50dBA and considering that the teacher’s voice reaches a certain 65 decibels we can highlight that it can be heard clearly by the students. However in an environment with a lot of reverberation of sounds the teacher will have to exert more effort to be understood. The sound perception in a room depends on the intensity and temporal relationship between the direct sound and the indirect sound reflected by the walls of the room, therefore, in the present study were verified two parameters namely the reverberation time and speech intelligibility. The results obtained were compared with the normative parameters of ANSI S12.60: 2010 and it was verified that all rooms are not suitable for teaching-learning activity. To guarantee an environment with better conditions of concentration and learning for the students, acoustic coverings were suggested in order to fit the normative limits.
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