Littérature scientifique sur le sujet « Classroom acoustic »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Classroom acoustic ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Articles de revues sur le sujet "Classroom acoustic"
Spratford, Meredith, Elizabeth A. Walker et 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 (16 décembre 2019) : 927–34. http://dx.doi.org/10.1044/2019_aja-19-0041.
Texte intégralHorst Andrade, Fernanda, Rodrigo Scoczynski Ribeiro et 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 (1 août 2021) : 91–99. http://dx.doi.org/10.3397/in-2021-1132.
Texte intégralMogas Recalde, Jordi, Ramon Palau et Marian Márquez. « How classroom acoustics influence students and teachers : A systematic literature review ». Journal of Technology and Science Education 11, no 2 (27 avril 2021) : 245. http://dx.doi.org/10.3926/jotse.1098.
Texte intégralBerg, Frederick S., James C. Blair et Peggy V. Benson. « Classroom Acoustics ». Language, Speech, and Hearing Services in Schools 27, no 1 (janvier 1996) : 16–20. http://dx.doi.org/10.1044/0161-1461.2701.16.
Texte intégralAstolfi, Arianna, Greta Minelli et 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 (septembre 2022) : 1646–59. http://dx.doi.org/10.1121/10.0013504.
Texte intégralMealings, Kiri. « The effect of classroom acoustic conditions on literacy outcomes for children in primary school : A review ». Building Acoustics 29, no 1 (24 novembre 2021) : 135–56. http://dx.doi.org/10.1177/1351010x211057331.
Texte intégralIglehart, 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 (1 février 2023) : 1932–35. http://dx.doi.org/10.3397/in_2022_0272.
Texte intégralLi, Shangzhi, Li Zeng, Shuting Qiu, Hongfa Sun et 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.
Texte intégralCrandell, Carl, Joseph Smaldino et Brian Kreisman. « Classroom Acoustic Measurements ». Seminars in Hearing 25, no 02 (27 mai 2004) : 189–200. http://dx.doi.org/10.1055/s-2004-828669.
Texte intégralOlechowska, Marcelina, Artur Nowoświat, Michał Marchacz et 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 (1 novembre 2021) : 022007. http://dx.doi.org/10.1088/1757-899x/1203/2/022007.
Texte intégralThèses sur le sujet "Classroom acoustic"
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.
Texte intégralLeidholdt, 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.
Texte intégralChildren 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.
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.
Texte intégralCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
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%.
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%.
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/.
Texte intégralHolm, Sebastian, et 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.
Texte intégralThis 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.
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.
Texte intégralDurup, 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/.
Texte intégralOdelius, 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.
Texte intégralBELAND, 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.
Texte intégralOdelius, 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/.
Texte intégralLivres sur le sujet "Classroom acoustic"
Flexer, Carol Ann, et Joseph J. Smaldino. Handbook of acoustic accessibility : Best practices for listening, learning, and literacy in the classroom. New York : Thieme, 2012.
Trouver le texte intégralHow to teach collaborative strategic reading : Classroom-ready materials to create better readers in mixed-ability classrooms. San Francisco : Jossey-Bass, 2012.
Trouver le texte intégralBenjamin, Seep, et Acoustical Society of America. Technical Committee on Architectural Acoustics., dir. Classroom acoustics : A resource for creating learning environments with desirable listening conditions. Melville, NY : The Society, 2000.
Trouver le texte intégralJ, Smaldino Joseph, Flexer Carol Ann et Crandell Carl C, dir. Sound field amplification : Applications to speech perception and classroom acoustics. 2e éd. Clifton Park, NY : Thomson Delmar Learning, 2005.
Trouver le texte intégralJ, Smaldino Joseph, et Flexer Carol Ann, dir. Sound-field FM amplification : Theory and practical applications. San Diego, Calif : Singular Pub. Group, 1995.
Trouver le texte intégralJ, Smaldino, et 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.
Texte intégralSmaldino, Joseph J., Carl C. Crandell et Gary Siebein. Classroom Acoustics for Normal and Hearing Impaired Children. Singular, 2006.
Trouver le texte intégralFlexer, Carol, Joseph J. Smaldino et Carl C. Crandell. Sound Field Amplification : Applications to Speech Perception and Classroom Acoustics. 2e éd. Singular, 2004.
Trouver le texte intégralChapitres de livres sur le sujet "Classroom acoustic"
Mealings, Kiri Trengove. « Acoustics and Classrooms ». Dans Encyclopedia of Educational Innovation, 1–6. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-2262-4_200-1.
Texte intégralMealings, Kiri Trengove. « Acoustics and Classrooms ». Dans Encyclopedia of Educational Innovation, 1–6. Singapore : Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-2262-4_200-2.
Texte intégralBrandt, Anders, et Christopher Kjær. « Flipping the Classroom for a Class on Experimental Vibration Analysis ». Dans Rotating Machinery, Hybrid Test Methods, Vibro-Acoustics & ; Laser Vibrometry, Volume 8, 155–59. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30084-9_14.
Texte intégralÖzçetin, Zuhal, Füsun Demirel, Merve Görkem et S. Gül Ilisulu. « Acoustic Comfort Evaluation with the Simulation Program Specific to the Educational Buildings of Bozok University Classrooms ». Dans Lecture Notes in Civil Engineering, 169–82. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63709-9_13.
Texte intégralLi, Qian, Qingqing Meng, Jiaqi Chu, Zepeng Li, Zhenyang Wen et Xuan Tang. « Post-occupancy evaluation of indoor acoustic and thermal environment in college classrooms in cold regions of China ». Dans Advances in Petrochemical Engineering and Green Development, 446–56. London : CRC Press, 2022. http://dx.doi.org/10.1201/9781003318569-63.
Texte intégralLarson, Katherine R. « Sweet Echo ». Dans The Matter of Song in Early Modern England, 179–202. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198843788.003.0005.
Texte intégralRandles, Clint. « Setting the Stage for Success ». Dans Music Teacher as Music Producer, 125—C5.P54. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197519455.003.0005.
Texte intégralSimovic, Vladimir, Sinisa Fajt et 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) ». Dans Stochastic Modeling and Control. InTech, 2012. http://dx.doi.org/10.5772/45950.
Texte intégral« Classroom Acoustics ». Dans The MIT Encyclopedia of Communication Disorders, 442–44. The MIT Press, 2003. http://dx.doi.org/10.7551/mitpress/4658.003.0153.
Texte intégralRandles, Clint. « Instruments and Effects ». Dans Music Teacher as Music Producer, 79—C4.P122. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197519455.003.0004.
Texte intégralActes de conférences sur le sujet "Classroom acoustic"
Lei, LI. « Design of Acoustic System in Smart Classroom ». Dans 2021 6th International Conference on Intelligent Computing and Signal Processing (ICSP). IEEE, 2021. http://dx.doi.org/10.1109/icsp51882.2021.9408811.
Texte intégralSisto, R., D. Annesi, P. Nataletti, F. Sanjust, A. Moschetto et L. Cerini. « 1750 Vocal effort in teachers : dose measurements and classroom acoustic parameters ». Dans 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.
Texte intégralBugallo, Monica F., Helio Takai, Michael Marx, David Bynum et John Hover. « MARIACHI : A multidisciplinary effort to bring science and engineering to the classroom ». Dans ICASSP 2008. IEEE International Conference on Acoustic, Speech and Signal Processes. IEEE, 2008. http://dx.doi.org/10.1109/icassp.2008.4518196.
Texte intégralDaliņa, Dace, et Vēsma Ozoliņa. « Problems of Group Management in Preschool Music Lessons and Possible Solutions ». Dans 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.15.
Texte intégralRus, Tania, Dorin Beu et Calin Ciugudeanu. « THE IMPACT OF THE INDOOR ENVIRONMENTAL QUALITY ON STUDENTS’ PERFORMANCE ». Dans GEOLINKS Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/geolinks2021/b1/v3/05.
Texte intégralPeng, Zhao, Siu-Kit Lau, Lily M. Wang, Sean D. Browne et Kenneth P. Roy. « Binaural room impulse response database acquired from a variable acoustics classroom ». Dans 163rd Meeting Acoustical Society of America/ACOUSTCS 2012 HONG KONG. ASA, 2013. http://dx.doi.org/10.1121/1.4793567.
Texte intégralJaramillo, Ana, et Michael Ermann. « Noise in the Classroom ». Dans 160th Meeting Acoustical Society of America. Acoustical Society of America, 2012. http://dx.doi.org/10.1121/1.4772719.
Texte intégralPulella, Paola, L'Ubos Hladek, Paolo Croce et Bernhard U. Seeber. « Auralization of acoustic design in primary school classrooms ». Dans 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.
Texte intégralWhiting, Jennifer K., Zachary R. Jensen, Timothy W. Leishman, Mark L. Berardi et Eric J. Hunter. « Classroom acoustics for vocal health of elementary school teachers ». Dans 169th Meeting of the Acoustical Society of America. Acoustical Society of America, 2015. http://dx.doi.org/10.1121/2.0000074.
Texte intégralDaga, Clarice C., Hetty N. C. C. Lobo, José A. P. C. Lobo et Carlos E. L. Melo. « Acoustical Comfort in Classrooms : Case Study at the University of Brasília ». Dans 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.
Texte intégral