Relevant bibliographies by topics / Voice culture – Study and teaching

Academic literature on the topic 'Voice culture – Study and teaching'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Voice culture – Study and teaching"

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Bagheri, Fatemeh, and Liming Deng. "Personal and Social Voices in Written Discourse Revisited1." Chinese Journal of Applied Linguistics 42, no. 3 (September 25, 2019): 345–64. http://dx.doi.org/10.1515/cjal-2019-0021.

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Abstract For years, personal and social voices have been the issue of discussion on voice construction in written discourse (e.g., Elbow, 1999; Flowerdew, 2011; Hyland, 2002, 2010a, 2012b; Mauranen, 2013; Ramanathan & Atkinson, 1999; Tardy, 2005). However, there is a lack of an integrated examination of the dimensions which determine voice construction in writing from personal and social perspectives. This article re-examines the issue of voice construction through a critical review of previous literature on identity in written discourse. It is argued that there are five major dimensions for the construction of voice in written discourse. How writers appropriate their voice according to such five dimensions as genre, transition, culture, discipline and audience will be discussed. This paper lends further support to the view that voice in written discourse is both personal and social. As it is known, good writing expresses both personal and social voices. However, based on the dominant dimension(s), voice construction should be adjusted. Sometimes personal voice is boldly expressed; sometimes social voice is; and some other times the boundary between the two is unnoticeable. The study provides an integrated framework as well as pedagogical implications for the teaching of academic writing within L1 and L2 contexts.
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Golkowska, Krystyna U. "Voice And Dialogue In Teaching Reading/Writing To Qatari Students." Journal of International Education Research (JIER) 9, no. 4 (September 29, 2013): 339–44. http://dx.doi.org/10.19030/jier.v9i4.8085.

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This paper describes an attempt to improve the reading comprehension and writing skills of students coming from an oral culture. The proposed approach involves using voice and dialogue understood literally and metaphorically as a tool in teaching students how to engage texts and write with a reader in mind. The author discusses a pilot study incorporated into a writing course in the Pre-medical Education Program at Weill Cornell Medical College in Qatar.
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Ramezanzadeh, Akram. "Language Educators’ Understanding of Authenticity in Teaching and Its Impacts on Their Practices." Adult Education Quarterly 67, no. 4 (July 24, 2017): 286–301. http://dx.doi.org/10.1177/0741713617721971.

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This grounded theory study explored the conceptualization of authenticity in language education. The participants were 30 Iranian English language educators, who were studied as adult learners. The findings revealed that authenticity was conceptualized by language educators as a social and reflective practice under the influence of the instructions of Islam and the collectivist culture of Iran as a country in the Middle East. Three main themes were identified as follows: three-way pedagogical relationship, reflectivity, and context-appropriate adjustments. Three-way pedagogical relationship addressed educators’ learning experiences, subjects driven from the context, and the importance of learners. Also, reflectivity included reflection on content, process, and premise. Furthermore, context-appropriate adjustments referred to the disagreement with conformity to educational systems encouraging nativeness. Indeed, the participants conceptualized authenticity as finding one’s own voice in the midst of the dominant native voices, while reflecting on one’s own pedagogical practices and respecting one’s own religion and context.
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Edwards-Groves, Christine, and With Colleen Murray. "Enabling Voice: Perceptions of Schooling from Rural Aboriginal Youth at Risk of Entering the Juvenile Justice System." Australian Journal of Indigenous Education 37, no. 1 (2008): 165–77. http://dx.doi.org/10.1017/s1326011100016203.

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AbstractIn this article the perceptions of school experiences by male Aboriginal youth at risk of becoming in contact with the juvenile justice system are presented. These adolescent boys, from inland rural New South Wales, attend Tirkandi Inaburra Cultural and Development Centre (Tirkandi). Tirkandi is a short term residential centre designed to provide at risk boys with an opportunity to participate in strengths-based culturally appropriate educational, cultural, social and personal programs. In this study, participants give detailed accounts of schooling describing their lives as students. Their voices offer a powerful insight into the situated construction of agency and identity in classroom life, culture and learning among Aboriginal students. They serve as a window in to how perceptions and voice are socially-culturally-politically configured – both in their production and deployment. Further, they show the complexity and deeply problematic nature of how individuals' lived experiences collide across contexts when these contexts operate in isolation. The insider's voices, presented in this paper, are significant because they offer valuable insights that will encourage educators to be challenged by therelational architecturesdominating teaching practices. These voices form not just the backdrop but the centerpiece for discussion in this paper.
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Popa, Maria Cristina. "Shifting between cultural identities: The voice of preschool children." Journal of Education Culture and Society 9, no. 2 (September 5, 2018): 67–80. http://dx.doi.org/10.15503/jecs20182.67.80.

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Aim. The purpose of this research is to capture the shift between two cultural identities, for a group of Romanian children enrolled in a German teaching preschool class, and to closely analyze the impact on cultural identity components. Methods. In this study 27 children, aged 3 to 6, were involved, together with their parents and two teachers. During one year of investigation, they were analyzed using participative observation, focus groups and in-depth interviews conducted in a public preschool. Results. The analysis reveals witch cultural identity components of this children undergo transformation, in what amount and with what impact considering the school environment and the influence of both parents and teachers. For this research, the exploration of cultural identity components was done under the conceptualization proposed by Ching Wan and Pony Yuen-Ga Chew (2013), namely: cultural knowledge, categorization and social relationships (the self-expressed in attitudes and behaviors). Conclusions. Although a positive image emerges for the German culture as a future culture of belonging, we notice the children's effort to achieve the cultural shift desired by their parents and an emotional subtle discharge in their free play and verbalized mental models. The different vision of parents and teachers over education strengthens some components of cultural identity by broadening the autonomy-shame ambitus that increases the level of self-confidence, which receives a distinct German cultural mark.
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Ettekal, Andrea Vest, Sandra D. Simpkins, Cecilia Menjívar, and Melissa Y. Delgado. "The Complexities of Culturally Responsive Organized Activities: Latino Parents’ and Adolescents’ Perspectives." Journal of Adolescent Research 35, no. 3 (July 23, 2019): 395–426. http://dx.doi.org/10.1177/0743558419864022.

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Grounded in bioecological theories, this mixed-method article examines aspects of culturally responsive organized activities. Study 1 used path analysis to quantitatively test relations between ethnic cultural features of activities (ways of integrating ethnic culture) and concurrent experiences ( N = 150 Latino adolescents). Findings were mixed, such that some features (e.g., teaching ethnic culture) predicted positive (e.g., increased autonomy) and negative (e.g., emotional) experiences. Study 2 disentangled the nuances of ethnic culture by qualitatively exploring perspectives on three features ( N = 34 Mexican-origin adolescent-parent dyads): ethnic cultural content, same-ethnic leaders/peers, and Spanish language use. Thematic analysis revealed the complexities of ethnic culture. Some parents and adolescents wanted activities that represented mainstream American culture; others wanted Latino ethnic culture, but were unhappy with the ways it was integrated into activities. Parents and adolescents thought their ethnic culture was misrepresented (e.g., Cinco de Mayo was celebrated as Mexican Independence Day) or represented narrowly (e.g., La Bamba was the school band’s only Mexican song). Findings suggest that integrating ethnic cultural features is not an “all or nothing” decision, and how it is done matters considerably. Families’ perspectives and voice would help ensure ethnic culture is integrated in authentic, preferred ways.
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Brevetti, Melissa, and Dayna Ford. "Debates on the international student experience: schools as a morally formative culture." Journal for Multicultural Education 11, no. 3 (August 14, 2017): 189–93. http://dx.doi.org/10.1108/jme-08-2016-0044.

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Purpose This paper aims to theorize observations as an American professor that schools are a morally formative culture for all students, but international students especially. Formative because schools mold students’ right or wrong behaviors as dictated by the culture. The purpose of the authors’ examination into international students’ experiences is to explore and understand particular struggles that they may encounter while living within a society that adheres to considerably dissimilar beliefs and ways of life. Design/methodology/approach This study is empirical in nature (case study) as the authors share their experiences and observations while working with international students. Findings The authors’ extend their voice to this idea that schools become a morally formative culture and create harmony for different societies through teaching multicultural issues and respectful education. This connection begins when teachers feel the calling to produce well-adjusted, respectful and compassionate citizens of the world. In the absence of this, people would not care about others in foreign places. The final argument, the beauty of schools as a morally formative culture is to protect and love our global neighbors. It is the authors’ strong belief that failure to provide a caring culture in educational contexts could be dangerous to our ever-shrinking global existence. Research limitations/implications A research limitation may include little quantitative data, but this study utilizes a qualitative, case-study manner of observations of years and years of working with international students. Practical implications The practical implications of this original paper are endless: schools are morally formative, especially the international student experience. This manuscript shows that moral development is very much connected while teaching English language learners (ELL). Social implications The authors’ comment on the debates about how students develop a strong moral identity if exposed to multiple cultures. A clear understanding of these issues may serve as the first step for educators to recognize and consider how curriculum and behaviors within a school can impact international students in moral ways during their new cultural experiences. In conclusion, the authors argue that a respectful and multicultural education can contribute to international harmony, as well as develop caring global citizens. Originality/value The paper demonstrates that there is much moral development within the international student experience, as these students must navigate both education and culture. Yet little research has examined the moral impact of teaching international students from a professor’s perspective.
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Invernizzi, Marcia A., and Mary P. Abouzeid. "One Story Map Does Not Fit All: A Cross-Cultural Analysis of Children's Written Story Retellings." Journal of Narrative and Life History 5, no. 1 (January 1, 1995): 1–19. http://dx.doi.org/10.1075/jnlh.5.1.01one.

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Abstract Narrative is acknowledged to be a primary means by which children develop the voice of their own culture. In recent years, and as a result of the increased interest in story grammar research, retellings have also become a useful tool for assessing children's understanding of stories and teaching comprehension. The assumption across most previous studies is that narrative, especially folktales, provides the same story-schema support, no matter what the culture of the child may be. This cross-cultural study examines the relative effects of literacy and culture on the narrative form of written story retellings. Empirical findings confirm the hypothesis that two disparate populations, otherwise equated for levels of literacy, western-style schooling, and cognitive development, differ significantly in the structural components of their written story retellings. The story grammar of Mandler and Johnson (1977) was evaluated for discrimina-tory power. Categorizations of specific components of the story grammar showed qualitative differences from culture to culture. Results support culture-specific theories of story schema. (Sociolinguistics, Education)
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Arzamastseva, Olesya V., and Larisa A. Tyurina. "Features of the development of a professional singing sound of pop-jazz performers in the process of teaching performance skills." Tambov University Review. Series: Humanities, no. 191 (2021): 123–29. http://dx.doi.org/10.20310/1810-0201-2021-26-191-123-129.

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The urgency of vocational training for pop-jazz musicians is substantiated. The aim of the study is to determine the necessary components in the work on professional sound production in the process of teaching pop-jazz vocal, as well as to demonstrate some ways to increase the effi-ciency of work on sound in the classroom. The issues of the development of a professional singing voice in the process of teaching pop-jazz performance are considered. The research methods in-cluded: study of special literature, analysis and generalization of research and pedagogical expe-rience of the work of leading specialists in the field of music education and performance. The high degree of influence of the level of professional training of performers-vocalists on the national musical culture is proved. Practical recommendations for work on singing sound production in the process of professional training of pop-jazz singers in modern music educational institutions are presented.
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Ojuka, Daniel, Faith Aseta, Beth Githambo, and Brian Wambua. "Medical Students’ Perceptions of the Medical Education Learning Environment at the University of Nairobi: II. A Qualitative Study." Annals of African Surgery 18, no. 2 (April 23, 2021): 103–8. http://dx.doi.org/10.4314/aas.v18i2.8.

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Background: The educational environment (EE) has a significant influence on effective student learning. The Dundee Ready Education Environment Measure (DREEM) is a validated tool to assess the EE. A DREEM survey done in early 2019 among medical students at the University of Nairobi highlighted many problems. It was therefore important to explore why such perceptions existed among the medical students. Objectives: To explore medical students’ perceptions ofthe medical education learning environment at the University of Nairobi. Methods: Qualitative focus group discussions (FGD) were held among medical students in years III to VI in groups of between 8and 12students. The discussions were recorded using a Samsung J6 phone voice recorder, transcribed, coded, and analysed for themes until saturation was reached. Results: We held six FGD with medical students in years III to VI and identified four thematic areas: 1) poor educational infrastructure, 2) poor educational structure, 3) teacher-centred teaching, and 4) lack of social support for students in difficulties. Conclusion: Exploring the perceptions of the EE confirmed students have a poor view of the educational environment. The issues raised are good feedback on teaching, governance and the social culture of the institution. Keywords: Learning environment, DREEM, Medical students, Qualitative methods
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Dissertations / Theses on the topic "Voice culture – Study and teaching"

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Cox, Frances Jayne. "The notion of physicality in vocal training for the performer in South African theatre, with particular reference to the Alexander technique." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1002366.

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Voice training has been influenced by separatist attitudes which have allowed for classes which train the body to be separate from those which train the voice. This study acknowledges that to train an actor in separate compartments and then expect the completeness of human expression in performance, is to train under false pretences. There is a need to address the imbalance of separatism and this is examined within the context of voice training. An holistic approach to voice training forms the basis of the argument, which focuses on the need to re-educate the notion of physicality in voice training. Chapter one proposes an understanding of the notion of physicality by drawing on the attitudes of selected theatre practitioners towards the physical nature of the theatre encounter. The expressive energies of the actor's body are responsible for the physicalisation of a play; for this reason the movement of voice and speech is not only examined as source movement, but also as the movement of an actor's response and communication. Chapter two examines some practices which led to attitudes of separatism in voice training, and introduces prevalent practices which are attempting to involve the energy of the physical experience. Chapter three proposes that the Alexander technique be used as the foundation for an awareness of individual physicality. Where chapter one examines the theory of this notion, chapter three proposes an experiential understanding of the same. The Alexander technique is a training in effective body use and it's principles are fundamental to an awareness of body use and functioning. It is argued that these principles should underlie a re-education of physicality. The final chapter of the thesis argues for physicality in South African voice training programmes which would complement the physicality of contemporary theatre forms. It is hoped that this study will provide further incentive for the continued review and adjustment of drama training in South Africa.
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Olivier, Madelie Charlotte. "A critical study of voice teaching method, with specific reference to solo singing, choral singing and vocal health for the teenage singer." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019926.

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This dissertation presents a critical study of voice teaching method as this pertains to the high school learner studying voice within the South African educational environment, with learning outcomes determined for subject music within the GET (General Education and Training) and FET (Further Education and Training) bands of the Department of Basic Education at each school grade level, as well as by external examining bodies such as Unisa (University of South Africa), Trinity Guildhall and ABRSM (Amalgamated Board of the Royal Schools of Music). Emphasis is placed on the methodological principles applicable in the case of the Western classical music solo vocal repertoire, but reference is also made to the applicability of this method in other vocal genres and, in particular, in the case of choral music participation. Special attention is given to the subject of the vocal health of the developing teenage voice, which includes an overview of vocal disorders and suggestions for rehabilitation and remedial programmes where necessary. Triangulation of research results is achieved in this study through inclusion of: - A thorough survey of selected pertinent bibliographic sources - Description of and engagement with the researcher’s own numerous phenomenological encounters in this field - Interviews conducted in Port Elizabeth with Jill Nock, voice teacher, on the subject of voice teaching method, and with John Black, Ear, Nose and Throat Specialist, on the subject of vocal health. The researcher concludes that there is a need for continued education and training of music educators in the South African high school environment, many of whom are not trained voice specialists, in order to cater for the growing number of high school music learners who choose to specialise in voice. Although educator networking can go a long way towards creating an informal support system to address this need, it is ultimately the responsibility of the Department of Basic Education to address this in a formal and all-encompassing fashion.
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Nafziger, Shelli L. Crumpler Thomas P. "Online mentoring of a preservice teacher finding one's voice within the culture /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225138411&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177940673&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 30, 2007. Dissertation Committee: Thomas P. Crumpler (chair), Donna Breault, Anthony W. Lorsbach, Cheri Toledo. Includes bibliographical references (leaves 194-202) and abstract. Also available in print.
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Hughes, D. "Teaching singing in Sydney government schools." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/36654.

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Thesis (Ph.D) -- University of Western Sydney, 2007.
A thesis submitted to the University of Western Sydney, College of Arts, School of Communication Arts, in fulfillment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.
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Pardo, Dona. "The culture of clinical teaching." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185472.

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The purpose of this exploratory case study was to describe the culture of clinical teaching through a symbolic interactionist framework, by identifying the rituals, faculty behaviors, and student behaviors and characteristics valued by faculty instructing in clinical settings, using content analysis, interviews and observation. Five faculty, one from each clinical specialty, were chosen using specific criteria. College of Nursing archives were content analyzed to ascertain written valued student behaviors and characteristics and faculty were interviewed to learn their stated beliefs. Faculty/student clinical interactions were observed to assess if faculty written and verbalized beliefs were enacted, and twelve students were interviewed for verification of transmission of the values. Peer debriefing, member checking and an audit trail ensured trustworthiness of the data. Faculty used eight rituals: Preparation, Tracking, Discourse, Closet, Repast, Selection, Maneuver, and Documentation, and three types of actions: Teaching, Role Modeling, and Caretaking to transmit their values. Teaching was utilized 55 percent of the time and involved questioning, instructing, guiding, correcting and observing. Role Modeling, used 22 percent, embodied promoting independence, helping, intervening, kidding and admitting fallibility. Caretaking was evidenced 23 percent of the instructor's time and included caring, praising, diffusing anger, allowing mistakes and sharing self. Over one hundred student behaviors and characteristics that faculty valued were identified and collapsed into six descriptors, listed in descending order: assertive, therapeutic, compliant, knowledgeable, disciplined, and skillful. Faculty placed emphasis on human, interactive skills versus knowledge and psychomotor skills, and responded to students with very caring behaviors. They utilized compassion as a way of effecting conformity, and their use of caring behaviors for the exercise of their power was evident.
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Callaghan, Jean, University of Western Sydney, and School of Science. "The relationship between scientific understandings of voice and current practice in the teaching of singing in Australia." THESIS_XXX_SS_Callaghan_J.xml, 1997. http://handle.uws.edu.au:8081/1959.7/730.

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Scientific knowledge of vocal function and vocal health has increased greatly in recent decades, with new technology capable of displaying the larynx in operation, measuring muscular effort, and acoustically analysing vocal sound. This research addresses five key questions: 1/. What is the current body of voice science knowledge relevant to singing? 2/. What do singing teaching practitioners currently know about the voice? 3/. How do practitioners' understandings of voice influence their teaching of vocal techniques? 4/. How does singing teaching in Australia relate to bel canto precepts? 5/. How does singing teaching in Australia relate to voice science? Data was collected from surveys conducted to answer these questions. Analysis of survey data indicates that practitioners see themselves less as teachers than as singers who teach, and that this role perception carries values that moderate voice knowledge and approaches to teaching. The implications of this conclusion for the professional training of singing teachers in Australia are discussed and suggestions made for further research. In particular, voice scientists and singing teachers need to collaborate more actively in research. Scientific research into singing would have broader application if a model appropriate to both male and female voices were utilised and if larger and better chosen selections of experimental subjects were used. Further research is needed into how the physical skills of singing are best imparted to students
Doctor of Philosophy (PhD)
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Callaghan, Jean. "The relationship between scientific understandings of voice and current practice in the teaching of singing in Australia /." View thesis, 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030922.122808/index.html.

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Turnbull, Merrielle. "Becoming one with the university : basic writers and academic voice." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/932630.

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Basic writers often require different courses than traditional Freshman Composition 1 students to succeed in college. Ball State University's basic writing program offers a two-semester sequence that provides students with additional time and attention, thereby addressing these students' special needs. The program encourages students to see themselves as academic writers and as part of the academic community.This study examined the degree of presence of academic voice in students' writing as measured at four intervals during the program's initial year. A 2 x 4 analysis of variance measured change in academic voice for female and male students, using the Academic Voice Checksheet. In addition, students' levels of confidence was measured using the Daly-Miller Writing Apprehension Test (W.A.T.) and correlated to the presence of academic voice using the Pearson product-moment correlation. Findings are presented in an analysis of the study group as a whole and in an analysis of six individual students' work. Those students' profiles were examined for overall academic voice, discrete features of academic voice, the W.A.T. overall scores, and specific questions dealing with student confidence.The analysis revealed that a change in the degree of presence of academic voice occured during the two-semester sequence. However, male and female students were seen to have the same basic profile, thereby suggesting no difference according to sex of student, challenging current gender theory. A comparison of the initial measurement and the final measurement indicated a positive change in a majority of academic voice scores.A correlation between the academic voice score and a decrease in students' writing apprehension was found in the final measurements. Five percent of students' W.A.T. score may be explained by the academic voice measurement. In the study group, 65 percent of the students showed a decrease in W.A.T. scores between the two measurements, indicating a positive lessening of writing apprehension.This study suggests that the basic writing sequence at Ball State University is providing an environment that facilitates students' use of academic voice and lessens their writing apprehension. Both factors enhance students' opportunities for academic success.
Department of English
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Lindberg, Clara. "Voices on Apartheid - A Minor Field Study on Teaching and Learning in the South African Reconciliation Process." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27979.

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This essay is a MFS case study conducted at a South African high school in 2010. The study examines how students and teachers perceive the meeting with apartheid in a post-apartheid classroom within the framework of History and English. The empirical data consists of observations and interviews with Grade 11 students and teachers in an affluent school environment in Cape Town. The study shows that there are gaps between how the teachers and learners perceive apartheid as relevant and relatable and how a silencing classroom climate limits the space for interaction on the subject matter. From the position of the South African steering documents and a socio-cultural perspective on learning, I discuss the didactical challenges that arise from a gap between the student and teacher perceptions.
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Parnell, Claudia Ann. "The crowd in the voice: An inquiry into the relationship between collaborative learning and composition theory." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/641.

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Books on the topic "Voice culture – Study and teaching"

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Lyn, Darnley, ed. The teaching voice. San Diego, Calif: Singular Pub., 1996.

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Barton, Robert. Voice: Onstage and off. Fort Worth: Harcourt Brace College Publishers, 1995.

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Rocco, Dal Vera, ed. Voice: Onstage and off. 2nd ed. Routledge: New York, 2011.

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Full voice: The art and practice of vocal presence. San Francisco: Berrett-Koehler Publishers, 2011.

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Pabst-Weinschenk, Marita. Erich Drachs Konzept der Sprechkunde und Sprecherziehung: Ein Beitrag zur Theorie und Geschichte der Sprechwissenschaft. Magdeburg: Westarp Wissenschaften, 1993.

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The expressive actor: Integrated voice, movement, and acting training. Portsmouth, NH: Heinemann, 2007.

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Hear the voice of the griot!: A guide to African geography, history, and culture. Fair Oaks, Calif: Rudolf Steiner College Press, 1997.

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Christian, Winkler, ed. Aus den Schriften von Erich Drach, 1885-1935. Frankfurt am Main: Scriptor, 1985.

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Mezhdunarodnai͡a nauchnai͡a konferent͡sii͡a "Proiznoshenie kak golos inoi͡azychnoĭ kulʹtury" (1998 Kursk, Russia). Pronunciation as the voice of the foreign language culture: Abstracts of reports of International scientific conference, November 30-December 3, 1988. Kursk: Kurskiĭ gospeduniversitet, 1998.

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Blu, Susan. Word of mouth: A guide to commercial voice-over excellence. Los Angeles: Pomegranate Press, 1992.

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Book chapters on the topic "Voice culture – Study and teaching"

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Elijah, Rosebud. "Voice in Self-Study*." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 247–71. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-6545-3_7.

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Villa-Ochoa, Jhony Alexander, and Mario J. Berrío. "Mathematical Modelling and Culture: An Empirical Study." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 241–50. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18272-8_19.

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Schneider, Jan, Dirk Börner, Peter van Rosmalen, and Marcus Specht. "Stand Tall and Raise Your Voice! A Study on the Presentation Trainer." In Design for Teaching and Learning in a Networked World, 311–24. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24258-3_23.

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McPherron, Paul. "Introduction: Why Study Globalization and Culture through English-Language Learning and Teaching in China?" In Internationalizing Teaching, Localizing Learning, 1–39. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51954-2_1.

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Albaiz, Tahany. "The Voice of Classroom Achievement towards Native and Non-native Educators in English Language Teaching: An Evaluative Study." In Second Language Learning and Teaching, 111–24. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43234-2_6.

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Marilyn, Cochran-Smitha, and Susan L. Lytleb. "Practitioner Inquiry, Knowledge, and University Culture*." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 601–49. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-6545-3_16.

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Masson, Laura, and René Moelker. "Teaching Gender, Teaching Culture: A Comparative Study of Gendered Dilemmas in Culturally Complex Situations." In Warriors or Peacekeepers?, 161–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36766-4_10.

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Williams, Julia Ann. "Being Othered and Finding My Voice: Using Self-Study to Better Understand My Experiences as an Early Childhood Teacher Educator." In Teaching, Learning, and Enacting of Self-Study Methodology, 77–83. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8105-7_10.

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Kendal, Evie, and Basia Diug. "An Empirical Study of Student Engagement with Professional and Ethical Issues in Medical Television Dramas." In Teaching Medicine and Medical Ethics Using Popular Culture, 99–114. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65451-5_6.

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Netherwood, Kathryn, Jenny Buchanan, David Palmer, Laura Stocker, and Barry Down. "Valuing Diversity in Children’s Voice: A Case Study of Children, Stewardship and Mapping the Care of Special Places in the Western Australian Cluster." In Values Education and Quality Teaching, 83–103. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9962-5_6.

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Conference papers on the topic "Voice culture – Study and teaching"

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Tian, PinJing. "Study of intelligent voice teaching aid system in English Teaching." In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.30.

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Wu Jiehong and Gao Fuxiang. "Study of feedback teaching for computer culture basics." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228273.

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Liu, Beili. "A Study of Culture Infiltration in College English Teaching." In 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccessh-18.2018.71.

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Wu, Shaojie. "A Comparative Study of Chinese and Western Culture Teaching in College English Teaching." In International Conference on Modern Educational Technology and Innovation and Entrepreneurship (ICMETIE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.098.

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Gu, Ying. "Study on Integration of Culture Input into College English Teaching." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.137.

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Shan, Wei. "Study on Sketch Teaching in Design Specialty." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.198.

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"Study on the Blending of College Chinese Teaching and Traditional Culture Education." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.094.

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"Study on the Integration of Traditional Music Culture in Vocal Music Teaching." In 2018 3rd International Social Sciences and Education Conference. Francis Academic Press, 2018. http://dx.doi.org/10.25236/issec.2018.037.

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"Study on the Blending of College Chinese Teaching and Traditional Culture Education." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.124.

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Wang, Ni. "Study on College English Teaching Design from the Perspective of Cross-culture." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.70.

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