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From page 37... ... Chapter 5 – Conclusions and Recommendations 37 5 Conclusions and Recommendations We offer the following conclusions and recommendations for future research. 5.1 Findings The classroom observation methodology we developed for this study was sufficient to draw inferences about the relationship between aircraft noise and various teacher behaviors:  For the onset of events, all the internal and external noise metrics examined showed associations with the onset of teacher voice‐masking events. All of the internal noise metrics, with the exception of internal TA 55 showed associations with the onset of teacher voice‐raising events, yet none of the external noise metrics showed associations with the onset of teacher voice‐raising events.  For the number of events, both internal and external NA show associations with teacher voice‐masking and teacher voice‐raising. External TA metrics showed no associations with number of teacher voice‐masking events or teacher voice‐raising events. Internal TA metrics showed associations with the number of voice‐ raising events but not voice‐masking events. Read the entire page →
From page 38... ... Chapter 5 – Conclusions and Recommendations 38 changes in noise‐related teaching behavior (e.g., noise masking, voice‐raising) can account for some of the noise‐ reading relations. The relationships between the various noise metrics and teacher outcomes examined here need to be replicated in larger and more varied samples and in airports of varying operations. It would also be worth examining differences between mitigated and non‐mitigated classrooms. Note the levels of noise exposure herein are low to moderate. To derive exposure‐effect relationships between these noise metrics at school and teaching outcomes, schools with higher levels of noise exposure that had not been mitigated would need to be studied. However, this study highlights that at a policy level it is important to also address moderate levels of noise exposure at school, given the associations observed in the current study between noise exposure and teacher masking and voice‐raising events. The relationship between noise exposure at school and student distraction is worthy of further study. In this study, one observer was tasked with observing each student in the class for two minutes. This approach resulted in only a few student distraction events being observed. This means that if future studies wanted to assess student distraction they would either need to increase the number of observers, so more than one student in the class could be observed at a time and/or observe classes for a longer period of time. Another method that may prove effective for examining student distraction in relation to noise events might be video coding of classroom sessions. The relationships between the various noise metrics and teacher outcomes examined in the teacher survey need to be replicated in different and larger samples and in different contexts. Particular focus should be given to including teachers from schools with higher levels of aircraft noise exposure. With sufficient data, future work could also investigate how teacher reactions to noise (e.g., annoyance, perceived interference with learning) Read the entire page →

From page 37...

... Chapter 5 – Conclusions and Recommendations 37 5 Conclusions and Recommendations We offer the following conclusions and recommendations for future research. 5.1 Findings The classroom observation methodology we developed for this study was sufficient to draw inferences about the relationship between aircraft noise and various teacher behaviors:  For the onset of events, all the internal and external noise metrics examined showed associations with the onset of teacher voice‐masking events. All of the internal noise metrics, with the exception of internal TA 55 showed associations with the onset of teacher voice‐raising events, yet none of the external noise metrics showed associations with the onset of teacher voice‐raising events.  For the number of events, both internal and external NA show associations with teacher voice‐masking and teacher voice‐raising. External TA metrics showed no associations with number of teacher voice‐masking events or teacher voice‐raising events. Internal TA metrics showed associations with the number of voice‐ raising events but not voice‐masking events.

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From page 38...

... Chapter 5 – Conclusions and Recommendations 38 changes in noise‐related teaching behavior (e.g., noise masking, voice‐raising) can account for some of the noise‐ reading relations. The relationships between the various noise metrics and teacher outcomes examined here need to be replicated in larger and more varied samples and in airports of varying operations. It would also be worth examining differences between mitigated and non‐mitigated classrooms. Note the levels of noise exposure herein are low to moderate. To derive exposure‐effect relationships between these noise metrics at school and teaching outcomes, schools with higher levels of noise exposure that had not been mitigated would need to be studied. However, this study highlights that at a policy level it is important to also address moderate levels of noise exposure at school, given the associations observed in the current study between noise exposure and teacher masking and voice‐raising events. The relationship between noise exposure at school and student distraction is worthy of further study. In this study, one observer was tasked with observing each student in the class for two minutes. This approach resulted in only a few student distraction events being observed. This means that if future studies wanted to assess student distraction they would either need to increase the number of observers, so more than one student in the class could be observed at a time and/or observe classes for a longer period of time. Another method that may prove effective for examining student distraction in relation to noise events might be video coding of classroom sessions. The relationships between the various noise metrics and teacher outcomes examined in the teacher survey need to be replicated in different and larger samples and in different contexts. Particular focus should be given to including teachers from schools with higher levels of aircraft noise exposure. With sufficient data, future work could also investigate how teacher reactions to noise (e.g., annoyance, perceived interference with learning)

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