scholarly journals Teachers’ and Children’s Experiences after an Acoustic Intervention and a Noise-Controlling Workshop in Two Elementary Classrooms

2019 ◽  
Vol 72 (6) ◽  
pp. 454-463
Author(s):  
Sirpa Pirilä ◽  
Jaana Jokitulppo ◽  
Elina Niemitalo-Haapola ◽  
Anneli Yliherva ◽  
Leena Rantala
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Elementary Classrooms ◽  
School Teachers ◽  
Voice Production ◽  
Teachers Experiences ◽  
Workshop Intervention ◽  
Voice Symptoms

<b><i>Introduction:</i></b> Treating sources of noise is a novel aspect of voice ergonomics intended to enhance the preconditions for good voice production and easy listening. <b><i>Objective:</i></b> To improve experiences of listening and voice ergonomics in classrooms. <b><i>Methods:</i></b> Participants were two female elementary school teachers with voice symptoms and their pupils (<i>n</i> = 50). Two interventions were performed: the acoustic intervention and then the workshop intervention where the teachers and pupils were active. Teachers’ voice symptoms and pupils’ and teachers’ experiences of the interventions were elicited by questionnaire. <b><i>Results:</i></b> The teacher with many voice symptoms experienced more annoyance from sounds and benefitted more from the interventions. After the interventions both teachers suffered fewer voice breaks and voice symptoms such as lump and mucus in the throat. The pupils reported improvement in the teachers’ voice clarity and audibility (<i>p</i> = 0.001). Pupils aged 12–13 years were more annoyed by sounds than those aged 8–9 years (<i>p</i> = 0.003). The older pupils experienced less sound annoyance after both interventions and the younger ones after the workshop intervention. <b><i>Conclusions:</i></b> The importance of good acoustics and individuals’ ability to improve voice ergonomics and listening conditions was demonstrated.

Voice Symptoms, Perceived Voice Control, and Common Mental Disorders in Elementary School Teachers

2019 ◽  
Author(s):  
Iandra Kaline Barbosa ◽  
Mara Behlau ◽  
Maria Fabiana Lima-Silva ◽  
Larissa Nadjara Almeida ◽  
Hemmylly Farias ◽  
...  
Keyword(s):  
Elementary School ◽  
Mental Disorders ◽  
Elementary School Teachers ◽  
Common Mental Disorders ◽  
School Teachers ◽  
Voice Control ◽  
Voice Symptoms

scholarly journals ELEMENTARY SCHOOL TEACHERS’ EXPERIENCES REGARDING THE PREREFERRAL PROCESS

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Mine Kizir ◽  
Candan Hasret Şahin
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Referral Process ◽  
School Teachers ◽  
Students At Risk ◽  
Effective Application ◽  
Teachers Experiences ◽  
Phenomenological Design ◽  
Identification Phase

<p>Informing teachers about identifying students at risk is necessary and important for effective application of interventions in the pre-referral process. The purpose of this study was to determine the adaptations that elementary school teachers did for their students at risk in the pre-referral process and to determine these teachers’ experiences in the process. In this study, the phenomenological design was used to determine the elementary school teachers’ views about the pre-referral process and their experiences regarding the process. In the present study, which was conducted to determine elementary school teachers’ experiences and views about the pre-referral process, three themes were obtained as a result of the analysis of the data collected via the interviews. The themes were as follows: teachers’ experiences and views about the identification phase, instructional adaptations in the pre-referral process and overall thoughts and suggestions regarding the pre-referral process. Informing teachers about the pre-referral process and about what to do in this process will not only help decrease the number of students involved in referral process by increasing the in-class adaptations but also allow keeping the students in the same class who will be able to continue their education with their peers with help of in-class interventions.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0651/a.php" alt="Hit counter" /></p>

Learning Outcomes in Sustainability Education Among Future Elementary School Teachers

2017 ◽  
Vol 11 (1) ◽  
pp. 33-51 ◽  
Author(s):  
Rider W. Foley ◽  
Leanna M. Archambault ◽  
Annie E. Hale ◽  
Hsiang-Kai Dong
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Content Knowledge ◽  
Elementary Classrooms ◽  
School Teachers ◽  
Post Secondary ◽  
Question Analysis ◽  
Post Test

Universities and colleges around the world are exploring ways of reorganizing curricula to educate future leaders in sustainability. Preservice teachers hold tremendous potential to introduce concepts of sustainability far earlier than post-secondary education. However, there is little research of such efforts to yield changes in future elementary school classrooms. This article shares a new, required course—Sustainability Science for Teachers (SSFT)—that is designed to present sustainability topics to preservice teachers. Using the course as a case, we ask: Do preservice teachers acquire skills and content knowledge in sustainability, and does that experience translate to elementary classrooms? Pre- and post-test data from 234 students and a follow-up survey with 103 respondents offers evidence towards addressing this question. Analysis shows preservice teachers gain skills in systems thinking and develop content knowledge in sustainability. This study suggests sustainability is being introduced into elementary classrooms after preservice teachers were required to take a course in sustainability.

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