Learning and interacting in noisy classrooms: what background noise measures and subjective teacher perceptions tell us about the challenges for students who are hard of hearing
Bibliographic record
Abstract
The negative impact of noisy classrooms can impede academic performance for even typically hearing children. The purpose of this qualitative study was to investigate the impact of noisy classrooms on the social and academic experiences of deaf and hard-of-hearing students, who are increasingly educated alongside their hearing peers. First, background noise levels were measured in 11 kindergarten-Grade 7 classrooms in which children with hearing loss were placed, during the first 1½ hours of one school day. Based on the ongoing activities and background noise levels, predictions were made as to when the children would likely experience the most and least adverse listening conditions. Second, teachers were interviewed to obtain their perspectives of the learning and socialization experiences of the children with hearing loss. Overall, there was striking consistency between the predicted difficulties based on objective acoustic measures and perceived difficulties based on teachers’ subjective perspectives. Thematic analysis of the interviews revealed the following major themes concerning the students with hearing loss: difficulty hearing instruction; missing out on social communication with peers; and difficulty recognizing and managing transitions. Overall, these findings suggest that background noise in elementary school classrooms negatively impacts listening, learning, and social interaction for students with hearing loss.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".