Relevant bibliographies by topics / Classroom speech

Academic literature on the topic 'Classroom speech'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Classroom speech"

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Rodriguez, Dalia. "Silence as Speech." International Review of Qualitative Research 4, no. 1 (May 2011): 111–44. http://dx.doi.org/10.1525/irqr.2011.4.1.111.

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This article addresses the multiple meanings of silence for students of color in college classrooms when discussing racism. Educators have yet to understand the complexity behind silence and how both voice and silence work together to illuminate the experiences of marginalized students. Silence often serves as speech, or as a means of “saying.” Through classroom stories, interview data, as well as my own autobiographical experiences, I address the multiple meanings of silence for students of color in a predominantly white classroom.
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Manasco, M. Hunter. "YouTube™ in the Speech-Language Pathology Classroom." Perspectives on Issues in Higher Education 13, no. 1 (June 2010): 22–26. http://dx.doi.org/10.1044/ihe13.1.22.

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YouTube™ is an online video sharing Web site that is increasingly used in higher education classrooms. In addition presenting content on many diverse topics, YouTube™ rapidly became a rich source of clinical illustrations with relevance for the speech-language pathology classroom. Although professors in health education now take advantage of this resource, no documentation exists regarding students' reactions to the use of YouTube™ in the classroom. The purpose of this study was to survey students' opinions regarding the use of YouTube™ in the classroom. Videos from YouTube™ augmented lecture material in four speech-language pathology classrooms. At the end of the semester, students rated their opinions of the professor’s use of YouTube™ in the classroom and the contribution of the Web site to their classroom experience. All 104 students in the classes surveyed responded. A majority of students reported increased understanding, interest in, and retention of the classroom material due to use of videos on YouTube™.
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Mealings, Kiri T., Katherine Demuth, Jörg Buchholz, and Harvey Dillon. "The Development of the Mealings, Demuth, Dillon, and Buchholz Classroom Speech Perception Test." Journal of Speech, Language, and Hearing Research 58, no. 4 (August 2015): 1350–62. http://dx.doi.org/10.1044/2015_jslhr-h-14-0332.

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PurposeOpen-plan classroom styles are increasingly being adopted in Australia despite evidence that their high intrusive noise levels adversely affect learning. The aim of this study was to develop a new Australian speech perception task (the Mealings, Demuth, Dillon, and Buchholz Classroom Speech Perception Test) and use it in an open-plan classroom to assess how intrusive noise affects speech perception.MethodThe first part of this article describes how the online 4-picture choice speech perception task materials were created. The second part focuses on the study involving twenty-two 5- to 6-year-old children in an open-plan classroom who completed the task while other classes engaged in quiet and noisy activities.ResultsChildren's performance accuracy, number of responses, and speed were lower in the noisy condition compared with the quiet condition. In addition, children's speech perception scores decreased the farther away they were seated from the loudspeaker. Overall, the children understood and were engaged in the task, demonstrating that it is an appropriate tool for assessing speech perception live in the classroom with 5- to 6-year-old children.ConclusionsThe results suggest that the Mealings, Demuth, Dillon, and Buchholz Classroom Speech Perception Test is a helpful tool for assessing speech perception in classrooms and that it would be beneficial to use in future research investigating how classroom design and noise affect speech perception.
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Angel, Susan E., Yolonda G. Butler, Deborah L. Cichra, Cheriee C. Moore, and Judith Simonet. "How Do I Work With the Reading Teacher Without Becoming One?" Perspectives on School-Based Issues 10, no. 2 (June 2009): 45–50. http://dx.doi.org/10.1044/sbi10.2.45.

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Abstract The Speech-Language Program of Orange County Public Schools (OCPS), Orlando, FL has provided ongoing intensive professional development and support to their speech-language pathologists to facilitate inclusive services for students who are identified as speech-language impaired. However, providing inclusive services in the general and special education classrooms often raises the question, “How should speech-language pathologists provide services in the classroom, focusing on classroom curriculum without becoming the reading teacher?” This article discusses how a speech-language pathologist differentiates his/her services from the responsibilities of the reading teacher.
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Iglehart, Frank. "Speech Perception by Students With Cochlear Implants Using Sound-Field Systems in Classrooms." American Journal of Audiology 13, no. 1 (June 2004): 62–72. http://dx.doi.org/10.1044/1059-0889(2004/009).

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Cochlear implants support deaf students' language development through the improved use of audition in the classroom. Unfortunately, the acoustics of typical classrooms greatly reduce auditory speech perception by these students. Sound-field systems can increase speech-to-noise ratios in classrooms and thus improve use of audition. These systems are used by 80% of students with cochlear implants who use an FM system in the classroom. The present study compares speech perception by 14 school-age cochlear implant recipients via 2 classroom sound-field systems, 1 wall-mounted and the other a personal, or desktop, system. Testing was conducted in 2 classroom environments, 1 noisy and reverberant (typical of many classrooms) and the other ideally quiet with reverberation of short duration. In the quiet room with low reverberation, both sound-field systems produced improved phoneme recognition, but there was no difference between the 2. In the noisy room with high reverberation, the sound-field benefits were greater, and the desktop systems provided more benefit than the wall-mounted systems.
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Siebein, Gary W., Martin A. Gold, Glenn W. Siebein, and Michael G. Ermann. "Ten Ways to Provide a High-Quality Acoustical Environment in Schools." Language, Speech, and Hearing Services in Schools 31, no. 4 (October 2000): 376–84. http://dx.doi.org/10.1044/0161-1461.3104.376.

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The purpose of this article is to describe the use of impulse response measures and observations in Florida classrooms. As a result of measures and observations in "healthy" and poor acoustical environments, 10 practical recommendations are proposed for improving the acoustical environment in schools. The primary research for these recommendations consisted of recording acoustical measurements of reverberation time and background noise, as well as newer acoustical measurements based on impulse response techniques, in 56 actual classrooms. Observations of classroom situations occurred in a subset of these schools. Computer and physical models of eight classrooms were constructed and tested with varying room finish materials and background noise levels to study the comeverberation bined effects of these architectural items on speech perception in the model rooms. The primary recommendations all relate to school design and planning. These include air-conditioning system selection and noise control techniques to minimize interference with listening, interior classroom acoustical design principles for maximizing speech perception, and the documentation of teaching methods and classroom arrangements that result in improving speech intelligibility and other factors affecting speech perception.
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Azhari, Ahmad Syaifudin, Priono, and Nuriadi. "Speech Acts of Classroom Interaction." International Journal of Linguistics, Literature and Culture 4, no. 2 (March 6, 2018): 24. http://dx.doi.org/10.21744/ijllc.v4i2.639.

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Speech acts of classroom interaction have been an interesting topic both in ESL and EFL context. Little research, however, has been held in analyzing speech acts of classroom interaction and its relation to strategies used in EFL context. This paper aims at investigating the types and frequency of speech acts performed in terms of teacher-student interactions. It also focuses on analyzing strategies used by teachers and students in performing the illocutionary act of imperatives. Qualitative method is used by means of mixed pragmatic-discourse approach. The data were collected through observation and recording. Three English teachers and 30 male students grade IX of MTs NW Putra Nurul Haramain are participants for gathering the data. The study reveals that four types of speech acts performed are imperatives, assertive, expressions, and commissives. Of those speech acts performed, the very dominant type of speech acts performed, about 120 acts or 43% is imperatives. Assertions about 117 acts or 42% are dominant acts. Expressions about 34 acts or 12% area less dominant category and Commissives about 7 or 2,5% are not dominant. In relation to strategies used in realization of imperatives, the study recognizes that requests as strategies used in realization of request are (a) formal completeness (propositional completeness and modification), (b) level of directness (mood derivable, performative, hedged performative, locution derivable, and conventionally indirect), (c) point of views, (d) context, and (e) mood. The study reveals that imperatives as the most type of illocutionary act performed in classroom interaction. Furthermore, it also indicates the lack of students’ pragmatic competence in performing such an act. For that reason, teachers need to expose the learners with communication strategies in order to speak accurately and appropriately in different context. It needs a further study about pragmatic competence needed in EFL context and material designs for teaching such competences.
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Adele, Goldie. "Protect speech in the classroom." Campus Legal Advisor 17, no. 6 (January 16, 2017): 1–3. http://dx.doi.org/10.1002/cala.30492.

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Adele, Goldie. "Protect speech in the classroom." Dean and Provost 18, no. 4 (November 22, 2016): 1–8. http://dx.doi.org/10.1002/dap.30265.

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Dia, Eva Eri, Suyono Suyono, Widodo Hs., and Sunaryo Sunaryo. "RHETORIC STRATEGY IN CLASSROOM DISCUSSION." RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya 13, no. 1 (February 23, 2020): 118. http://dx.doi.org/10.26858/retorika.v13i1.9152.

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This article aims to describe the pattern of question strategies and strategies for answering in class discussion activities. The documentation technique is used in collecting data sourced from verbal data, namely the speech of students who present the role as presenters and discussion participants, and lecturers who respond to the results of the discussion. The results of the analysis show that there is a pattern of rhetorical strategies generated in the speech of students in class discussion presentations. The pattern includes question strategies and answer strategies. In the question strategy in class discussion there are four formulas, among others; (1) description + question + marriage - is there in the speech of the audience and questioner ,(2) description + question + explanation is in the lecturer speech, (3) question + description is in the questioner's speech, (4) question + explanation + question is in the speech questioner. Whereas in the strategy of answering in class discussions there are two strategies found, among others; (1) the directanswerstrategy is found in the answering speech and (2) the indirectanswerstrategy is found in the answering speech.
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Dissertations / Theses on the topic "Classroom speech"

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Rogland, Harutunian Erik. "Overcoming Speech Anxiety in the Classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30539.

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Speech anxiety is an issue that persists and presents itself innumerably in schools, especially affecting students who learning English either as their second language or as a foreign language. Speaking anxiety may stem from different sources and affect each individual student differently. The research question that is key to this research is “How can teachers support students who are struggling with speech anxiety?”The research for this thesis has been done through the use a qualitative interview with two secondary school teachers in Lund. The interview was structured after a semi-structured style to allow for guided questions and openness of any unexpected questions and answers during the interview process.The results of this research is that that tackling speaking anxiety in the classroom is no easy feat, although, from the literature and interview content it has been made clear that for a teacher to be successful in supporting their students, being prepared for possible difficulties, composed for sudden changes to lesson plans, and ready to adapt assignments where speaking is involved in order to allow students to be most comfortable and given their utmost honest performance while speaking in front of others.
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Williams, A. Lynn, and Brenda Louw. "An Internationalized Classroom using Research Teams." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2048.

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Overview: (1) What is internationalization of the curriculum (loC)? (2) Why is loC important to SLP/A? (3) How can we internationalize student learning? (4) How can we assess cross-cultural awareness or effectiveness?
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Boggs, Teresa, and K. Campbell. "Activities for Facilitating Language in the Classroom." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/1527.

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Wareing, Shan. "Gender, speech styles and the assessment of discussion." Thesis, University of Strathclyde, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318382.

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Louw, Brenda, and A. Lynn Williams. "An International Classroom: Research Teams as the Nexus." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/2043.

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Zazove, Robin. "Political perspectives and freedom of speech in the college classroom /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524877.pdf.

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Dohan, Margaret. "The speech-language pathologist's changing role, collaboration within the classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23125.pdf.

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Mezzomo, Helen Angela. "Augmentative and Alternative Communication Systems in the Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/861.

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Augmentative-alternative communication (AAC) systems are used to give voice to individuals who are nonverbal. As AAC systems become more complex and prevalent in the classroom expectations of school-based professionals expand. However, the roles of those expected to support AAC systems, primarily teachers and speech-language pathologists (SLPs), are not clearly defined. Without clearly defined roles, professionals may not provide needed support to students who use AAC. Dewey's theory of community suggests that role confusion leads to insufficient and ineffective services. The purpose of this cross-sectional quantitative study was to determine how teachers and SLPs view their roles in supporting AAC. The key research question examined associations linking the instructional role of the individual to perceptions of who is responsible for implementing and supporting AAC in the classroom. An Internet-based survey, consisting of 21 questions set on a categorical scale, was sent to teachers and SLPs who are members of a technology advocacy and support center located in a mid Atlantic US state. Responses collected through the survey site were analyzed using a chi squared test. Overall findings indicated that the teacher was perceived as primarily responsible to provide support within the classroom; SLPs provided additional support outside of the classroom, such as creation of overlays and vocabulary selection. Assistive technology coordinators also provided support in terms of obtaining the AAC system. In general, leadership changed as support tasks changed. Results of the survey may aid in the development of guidance to support teachers and SLPs working with students who use AAC in the classroom. Improving services for students with AAC needs supports social change by enabling them to use their voice and become more independent.
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Darai, Beata. "Impact of classroom amplification on literacy measures in first grade." Diss., NSUWorks, 1999. https://nsuworks.nova.edu/hpd_aud_stuetd/5.

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Carlin, Charles Hubert. "A comparative study of elementary school principals' and speech language pathologists' perceptions of integrated classroom-based speech language services." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1247169396.

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Books on the topic "Classroom speech"

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Speech communication for the classroom teacher. 3rd ed. Scottsdale, Ariz: G. Scarisbrick, 1988.

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Speech communication for the classroom teacher. 4th ed. Scottsdale, Ariz: Gorsuch Scarisbrick, 1991.

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O'Hare, E. A. Speech recognition in the secondary school classroom. [s.l: The Author], 1997.

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Cohen, Marlene C. Multicultural activities for the speech communication classroom. Boston: Houghton Mifflin, 1998.

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Martin, Deirdre. Speech and language difficulties in the classroom. London: D. Fulton Publishers, 1996.

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L, Richardson Susan, and Hawkins Tony D, eds. Multicultural activities for the speech communication classroom. Boston: Houghton Mifflin, 1995.

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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. Clifton Park, NY: Thomson Delmar Learning, 2005.

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Barbara, Culatta, ed. Language intervention in the classroom. San Diego, Calif: Singular Pub. Group, 1998.

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Stephen, Lynly A. Language therapy in the classroom: Craft LINCs. 2nd ed. Coppell, TX: Lynly A. Stephen, 2006.

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Haynes, William O. Communication disorders in the classroom. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1990.

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Book chapters on the topic "Classroom speech"

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Stanley, Todd. "Debate/Speech." In 10 Performance-Based Projects for the Science Classroom, 25–37. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232506-3.

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Mauranen, Anna. "Speech corpora in the classroom." In Studies in Corpus Linguistics, 195–211. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/scl.17.14mau.

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Stanley, Todd. "Debate/Speech." In 10 Performance-Based Projects for the Language Arts Classroom Grades 3-5, 23–36. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232483-3.

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Goh, Christine C. M. "Comprehending Speech Genres for the Listening Classroom." In Second Handbook of English Language Teaching, 1–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-58542-0_44-1.

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Goh, Christine C. M. "Comprehending Speech Genres for the Listening Classroom." In Second Handbook of English Language Teaching, 847–59. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_44.

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Maxwell, Bruce, Kevin McDonough, and David I. Waddington. "Teachers’ Freedom of Speech in the Classroom." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_154-1.

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Duggan, Timothy J. ""Speak the speech, I pray you, trippingly on the tongue": Talking About Hamlet." In Advanced Placement Classroom Hamlet, 121–47. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232810-5.

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Warner, Leah R. "When students frame prejudicial speech as “freedom of speech”: Classroom and institutional implications." In Navigating difficult moments in teaching diversity and social justice., 223–34. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000216-016.

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Piske, Thorsten. "Implications of James E. Flege’s research for the foreign language classroom." In Language Experience in Second Language Speech Learning, 301–14. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.17.26pis.

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Bennett, Steve, Jill Hewitt, Barry Mellor, and Caroline Lyon. "Critical Success Factors for Automatic Speech Recognition in the Classroom." In Lecture Notes in Computer Science, 224–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73283-9_26.

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Conference papers on the topic "Classroom speech"

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Lee, Alexzander D., Albert Florencio Da Costa, Alyssa Davis, Darren L. Linvill, and Larry F. Hodges. "Virtualized Speech Practice for the College Classroom." In 2020 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW). IEEE, 2020. http://dx.doi.org/10.1109/vrw50115.2020.00028.

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Qi, Huahua, Zhaohui Zhang, Mengzhong He, and Xiaoyan Zhao. "Rhythm analysis of teacher's speech in classroom." In 2017 Chinese Automation Congress (CAC). IEEE, 2017. http://dx.doi.org/10.1109/cac.2017.8243090.

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Cocciolo, Anthony. "Using speech recognition technology in the classroom." In the 9th international conference. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1599503.1599538.

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Togashi, Shingo, and Seiichi Nakagawa. "A browsing system for classroom lecture speech." In Interspeech 2008. ISCA: ISCA, 2008. http://dx.doi.org/10.21437/interspeech.2008-475.

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Jie, Liang, Zhao Xiaoyan, and Zhang Zhaohui. "Speech Emotion Recognition of Teachers in Classroom Teaching." In 2020 Chinese Control And Decision Conference (CCDC). IEEE, 2020. http://dx.doi.org/10.1109/ccdc49329.2020.9164823.

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Tamjis, M. Ridhwan, Sazali Yaacob, Paul Raj M. Pandian, A. Nazri Abdullah, and Raymond Boon Whee Heng. "Feature based classification for classroom speech intelligibility prediction." In 2011 National Postgraduate Conference (NPC). IEEE, 2011. http://dx.doi.org/10.1109/natpc.2011.6136318.

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Paulraj, M. P., S. Yaacob, A. N. Abdullah, M. Thagirarani, and M. R. Tamjis. "Classroom speech intelligibility prediction using Elman neural network." In its Applications (CSPA). IEEE, 2010. http://dx.doi.org/10.1109/cspa.2010.5545255.

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Samsi, Yogi Setia. "Investigating Speech Act and Politeness in Classroom Interaction." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.27.

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Kobayashi, Kenji, Mitsuhiro Somiya, Hiromitsu Nishizaki, and Yoshihiro Sekiguchi. "Is a speech recognizer useful for characteristic analysis of classroom lecture speech?" In Interspeech 2008. ISCA: ISCA, 2008. http://dx.doi.org/10.21437/interspeech.2008-391.

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Helen Kai-yun Chen, Wei-te Fang, and Chiu-yu Tseng. "Prosodic features of Mandarin repair in classroom lecture speech." In 2014 17th Oriental Chapter of the International Committee for the Co-ordination and Standardization of Speech Databases and Assessment Techniques (COCOSDA). IEEE, 2014. http://dx.doi.org/10.1109/icsda.2014.7051431.

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Reports on the topic "Classroom speech"

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Taylor, Cynthia. Conceptualizing the Mindful Teacher: Examining Evidence for Mindfulness Skills in Teachers' Classroom Speech and Behavior. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3274.

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Dodson, Eric. Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1638.

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