The effects of environmental and classroom noise on the academic attainments of primary school children

While at school children are exposed to various types of noise including external, environmental noise and noise generated within the classroom. Previous research has shown that noise has detrimental effects upon children?s performance at school, including reduced memory, motivation and reading ability. In England and Wales children?s academic performance is assessed using standardised national tests of literacy, mathematics and science. A study has been conducted to examine the impact, if any, of chronic exposure to external and classroom noise on the test results of children aged 7 and 11 years. External noise was found to have a significant negative impact upon performance, the effect being greater for the older than the younger children. The analysis suggested that children are particularly affected by the noise of individual external events. Test scores were also affected by internal classroom noise, background noise levels being significantly related to test results. The negative relationships between performance and noise levels were maintained when the data were corrected for socio-economic factors relating to social deprivation, language and special educational needs. These results provide further evidence of the detrimental impact of noise upon schoolchildren and of the need for appropriate acoustic design of schools to minimise these effects

Acoustical barriers in classrooms: the impact of noise on performance in the classroom

There is general concern about the levels of noise that children are exposed to in classroom situations. We report the results of a study that explores the effects of typical classroom noise on the performance of primary school children on a series of literacy and speed tasks. One hundred and fifty eight children in six Year 3 classes participated in the study. Classes were randomly assigned to one of three noise conditions. Two noise conditions were chosen to reflect levels of exposure experienced in urban classrooms (Shield & Dockrell, 2004): noise by children alone, that is classroom–babble, and babble plus environmental noise, babble and environmental. Performance in these conditions was compared with performance under typical quiet classroom conditions or base. All analyses controlled for ability. A differential negative effect of noise source on type of task was observed. Children in the babble and environmental noise performed significantly worse than those in the base and babble conditions on speed of processing tasks. In contrast, performance on the verbal tasks was significantly worse only in the babble condition. Children with special educational needs were differentially negatively affected in the babble condition. The processes underlying these effects are considered and the implications of the results for children’s attainments and classroom noise levels are explored

Editorial for Special issue of ReCALL on Mobile Assisted Language Learning

As in other areas of education where the possibilities offered by mobile learning are being increasingly investigated, there is a growing body of research in the field of Mobile Assisted Language Learning (MALL). The collection of papers in this volume addresses secondary and tertiary education, mobile devices and mobility of learners. The authors describe both the successes and challenges they faced, and consider some of the barriers to the adoption of MALL. Sufficient research has been carried out for MALL to have been identified as separate from computer assisted language learning (CALL). Within this special issue, Kukulska-Hulme and Shield provide an overview of studies that have been carried out in the last six years or so, and the move from content delivery to supported collaboration and interaction

The Development of the Spelling Self-Efficacy Measure

This thesis is formed of two papers. The first paper is concerned with the construction and design of the Spelling Self-Efficacy Measure (SSEM), based upon the constructs that children have about learning to spell and findings from a literature search. The second paper further develops the SSEM, carrying out a large test administration and validation, and then exploring relationships between perceived efficacy beliefs and spelling ability. The rationale to create a measure of spelling self-efficacy originally stemmed from conversations with teachers during my placement experiences as a trainee educational psychologist. It was often the case that children in schools were not making progress in literacy, despite ongoing and high quality intervention and support. I carried out a literature review and found that the majority of spelling support packages were focused on building children’s mastery of skills rather than any focus on the emotional aspects of learning. I had many conversations with teachers about ways in which they could support children’s beliefs in their capabilities to learn, and had positive reviews with lots of school staff about how this had helped them make interventions more personalised to the child. The two papers in this thesis outline the steps taken to develop and construct the Spelling Self-Efficacy Measure. There were originally five domains underpinning the Spelling Self-Efficacy Measure: Belief in Own Ability to Learn to Spell; Belief in Learner Characteristics; Belief in the Need for Help from Others; Belief in Phonological Awareness; and Belief in Technical Understanding of Spelling. These five areas were condensed through analysis in both Paper 1 and Paper 2 to propose a revised Spelling Self-Efficacy Measure underpinned by three domains: Phonological Awareness, Learner Independence and Optimism in Abilities; Learner Confidence and Resilience. The Spelling Self-Efficacy Measure has been found to be a reliable and valid scale to explore children’s perceived efficacy beliefs about learning to spell. Consistent with existing research, significant correlations have been found between a child’s spelling ability and their level of spelling self-efficacy, as measured by the SSEM

Planning the mobile future: The border artistry of International Baccalaureate Diploma choosers

This paper reports on a study of students choosing the International Baccalaureate Diploma (IBD) over state-based curricula in Australian schools. The IBD was initially designed as a matriculation certificate to facilitate international mobility. While first envisaged as a lifestyle agenda for cultural elites, such mobility is now widespread with more people living ‘beyond the nation’ through choice or circumstance. Beck (2007) and others highlight how the capacity to cross national borders offers a competitive edge with which to strategically pursue economic and cultural capital. Beck’s ‘border artistes’ are those who use national borders to their individual advantage through reflexive strategy. The study explored the rationales and strategy behind the choice of the IBD curriculum expressed by students in a focus group interview and an online survey. This paper reports on their imagined transnational routes and mobile orientations, and how a localised curriculum limits their imagined mobile futures

Blind estimation of reverberation time in classrooms and hospital wards

This paper investigates blind Reverberation Time (RT) estimation in occupied classrooms and hospital wards. Measurements are usually made while these spaces are unoccupied for logistical reasons. However, occupancy can have a significant impact on the rate of reverberant decay. Recent work has developed a Maximum Likelihood Estimation (MLE) method which utilises only passively recorded speech and music signals, this enables measurements to be made while the room is in use. In this paper the MLE method is applied to recordings made in classrooms during lessons. Classroom occupancy levels differ for each lesson, therefore a model is developed using blind estimates to predict the RT for any occupancy level to within ±0.07s for the mid-frequency octave bands. The model is also able to predict the effective room and per person absorption area. Ambient sound recordings were also carried out in a number of rooms in two hospitals for a week. Hospital measurements are more challenging as the occurrence of free reverberant decay is rarer than in schools and the acoustic conditions may be non-stationary. However, by gaining recordings over a period of a week, estimates can be gained within ±0.07 s. These estimates are representative of the times when the room contains the highest acoustic absorption. In other words when curtains are drawn, there are many visitors or perhaps a window may be open

The Role of Haemoglobin A1c in Screening Obese Children and Adolescents for Glucose Intolerance and Type 2 Diabetes

Introdução: Em 2012, um comité internacional de peritos em diabetes aconselhou a hemoglobina glicada como teste de rastreio de intolerância à glicose e diabetes mellitus tipo 2 no adulto e em idade pediátrica. O objetivo deste estudo foi avaliar a utilidade deste exame numa população de crianças e adolescentes obesos, maioritariamente de etnia caucasiana. Material e Métodos: Foram recrutados 226 doentes [índice de massa corporal z-score 3,35 ± 0,59, 90% caucasianos, 55% do sexo feminino, idade mediana de 12,3 (âmbito: 8,9 – 17,6) anos] referenciados à consulta de obesidade pediátrica de um hospital terciário, com critérios para rastreio de diabetes mellitus tipo 2. Situações de hemoglobinopatia ou de alteração da sobrevida eritrocitária foram excluídas. Todos os indivíduos foram submetidos a uma prova de tolerância à glicose oral e à medição da hemoglobina glicada. Resultados: Segundo a prova de tolerância à glicose oral, 13 (4,9%) eram pré-diabéticos e nenhum diabético. De acordo com a hemoglobina glicada, 32 seriam pré-diabéticos (29 falsos-positivos) e um diabético (falso positivo, sendo este, na realidade, apenas intolerante à glicose). Por outro lado, 10 pré-diabéticos não seriam identificados (falsos-negativos). A área sob a curva receiver operator characteristic analysis da hemoglobina glicada foi 0,59 (IC 95% 0,40 - 0,78), confirmando a sua reduzida capacidade de discriminação para pré-diabetes. Mais promissoras foram as áreas sob as curvas receiver operator characteristic analysis da glicemia em jejum (0,76; IC 95% 0,66 - 0,87), homeostasis model assessment for insulin resistance (0,77; IC 95% 0,64 - 0,90) e razão triglicerídeos: colesterol HDL (0,81; IC 95% 0,66 - 0,96). Discussão: Em Pediatria, particularmente em populações maioritariamente caucasianas, a hemoglobina glicada parece ser uma má ferramenta para diagnóstico de pré-diabetes. Conclusão: Pelo exposto, parece-nos prematura a utilização da hemoglobina glicada com fins diagnósticos até um maior número de estudos estar disponível. O homeostasis model assessment for insulin resistance e a razão triglicerídeos :colesterol HDL demonstraram uma maior exatidão diagnóstica, podendo ser calculados com base numa amostra única em jejum