Teachers' voice parameters and classroom acoustics—A field study and online survey

2017 ◽  
Vol 141 (5) ◽  
pp. 3540-3540 ◽  
Author(s):  
Nick Durup ◽  
Bridget M. Shield ◽  
Stephen Dance ◽  
Rory Sullivan
Keyword(s):  
Field Study ◽  
Online Survey ◽  
Classroom Acoustics

Influence of classroom acoustics on the voice levels of teachers with and without voice problems: A field study.

2010 ◽  
Vol 128 (4) ◽  
pp. 2474-2474 ◽  
Author(s):  
David Pelegrin‐Garcia ◽  
Jonas Brunskog ◽  
Viveka Lyberg‐Åhlander ◽  
Roland Rydell ◽  
Anders Lofqvist
Keyword(s):  
Field Study ◽  
Classroom Acoustics ◽  
The Voice

scholarly journals Integrating Multimedia Technology into Teaching Chinese as a Foreign Language: A Field Study on Perspectives of Teachers in Northern California

2019 ◽  
Vol 10 (6) ◽  
pp. 1181 ◽  
Author(s):  
Siyi Gao
Keyword(s):  
Foreign Language ◽  
Field Study ◽  
Online Survey ◽  
School Funding ◽  
Critical Factor ◽  
Multimedia Technology ◽  
Northern California ◽  
Mediated Learning ◽  
Major Barrier ◽  
Teaching Chinese

This field study investigated the current use of multimedia technology in teaching Chinese as a foreign language in Northern California, as well as the barriers and challenges that TCFL teachers have encountered in their practice. An online survey was developed to collect data from 75 local TCFL teachers in Northern California. Findings indicated that most teachers felt they were competent enough in using multimedia technology. About half of the TCFL teachers had never received formal training on multimedia skills, even though they did not view a lack of training opportunities as a major barrier to multimedia use. The lack of school funding was the most critical factor in hindering teachers’ use of multimedia. The study argues for the need to provide more support to TCFL teachers at the institutional level. More training programs are also needed to prepare teachers for a shift of role from traditional sources of knowledge to facilitators of technology-mediated learning.

scholarly journals Influence of Classroom Acoustics on the Voice Levels of Teachers With and Without Voice Problems: A Field Study

2010 ◽  
Author(s):  
David Pelegrin-Garcia ◽  
Viveka Lyberg-Åhlander ◽  
Roland Rydell ◽  
Jonas Brunskog ◽  
Anders Lofqvist
Keyword(s):  
Field Study ◽  
Classroom Acoustics ◽  
The Voice

scholarly journals A field research on the management of sustainable in-service training of physicians serving primary health care

2020 ◽  
Vol 9 (4) ◽  
pp. 286-303
Author(s):  
Osman Yasar Silaci ◽  
Yeter Demir Uslu
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
Field Study ◽  
Personal Development ◽  
Primary Care Physicians ◽  
Online Survey ◽  
Application Process ◽  
Skill Levels ◽  
Primary Health ◽  
Service Training

This study reviews the management of the in-service training that could contribute to the professional and personal development of the physicians providing primary health care during their post-graduate period. The field study aims to detect the importance and necessity of the in-service training, which is known to provide professional and personal development after graduation in every field of profession, in the health sector, and the approaches of the physicians who provide primary health care on the issue. During the application process, a field study was conducted through an online survey with the participation of 4,034 primary care physicians working in Istanbul. 610 people participated in validly in the study. The opinions, evaluations, and expectations of the physicians about in-service training were measured. In addition, it was tried to determine the knowledge and skill levels of the physicians on these issues by determining the in-service training subjects that physicians deemed necessary for their professional and personal development. The study has three remarkable results. The first result is that physicians care about the in-service training be given in 1-2 hours courses, at least once a month, in a comfortable place such as a hotel and especially with practical methods. The second important result is that the number of physicians who believe that the training should be given by universities and that the training this way will contribute to professional and personal development that constitute the majority. The third result emphasizes that even if the physicians participating in the study find their knowledge and skill levels about preventive healthcare and chronic diseases sufficient, they want to receive more education in this field  

Effects of Classroom Acoustics on Performance and Well-Being in Elementary School Children: A Field Study

2010 ◽  
Vol 42 (5) ◽  
pp. 659-692 ◽  
Author(s):  
Maria Klatte ◽  
Jürgen Hellbrück ◽  
Jochen Seidel ◽  
Philip Leistner
Keyword(s):  
Elementary School ◽  
Field Study ◽  
School Children ◽  
Elementary School Children ◽  
Well Being ◽  
Classroom Acoustics

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

2020 ◽  
Vol 29 (4) ◽  
pp. 1987-1996
Author(s):  
Sherine R. Tambyraja
Keyword(s):  
Parental Involvement ◽  
Online Survey ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
School Based ◽  
Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Stuttering-Related Podcasts: Audio-Based Self-Help for People Who Stutter

2020 ◽  
Vol 5 (5) ◽  
pp. 1131-1138
Author(s):  
Lauren E. Dignazio ◽  
Megan M. Kenny ◽  
Erik X. Raj ◽  
Kyle D. Pelkey
Keyword(s):  
Support Groups ◽  
Support Group ◽  
Online Survey ◽  
Multiple Choice ◽  
Speech Language Pathologists ◽  
Group Leaders ◽  
Self Help ◽  
Group Members

Purpose It is known that people who stutter (PWS) benefit from self-help experiences, such as attending support groups or conferences. However, limited research has been done to explore the listening of stuttering-related podcasts as a form of self-help for PWS. This study seeks to understand the reasons why PWS listen to stuttering-related podcasts and provide descriptions of their listening experiences. Method Thirty-three PWS who have listened to stuttering-related podcasts were recruited to participate in an online survey that included multiple-choice and open-ended questions. Responses were analyzed and grouped into descriptive themes. Results Participants reported listening to stuttering-related podcasts as a way to gain information and perspective. They also reported experiences that fit themes of empowerment and camaraderie, as a result of listening. Conclusions Stuttering-related podcasts seem to be a positive self-help tool for PWS. Stuttering support group leaders and/or speech-language pathologists may consider introducing their group members or clients who stutter to this type of audio-based self-help experience.

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