Implementation and evaluation of a teacher intervention program on classroom communication.
Identifieur interne : 000176 ( Main/Exploration ); précédent : 000175; suivant : 000177Implementation and evaluation of a teacher intervention program on classroom communication.
Auteurs : Suvi Karjalainen [Suède] ; Birgitta Sahlén [Suède] ; Andreas Falck [Suède, France] ; Jonas Br Nnström [Suède] ; Viveka Lyberg- Hlander [Suède]Source :
- Logopedics, phoniatrics, vocology [ 1651-2022 ] ; 2020.
Abstract
Background: Media frequently report on overall work-place challenges in Swedish schools, including teachers' working conditions, their well-being, and students' declining results. Language is the key to success in every school subject. Therefore, optimal language learning environments are important. Poor sound environments affect teachers' vocal health, their general well-being, and students' performance. To provide better conditions for teachers and students, it is necessary to combine optimized room acoustics with other preventive measures such as vocal training and evidence-based tools to improve classroom communication. Teachers play a key role in the classroom and need knowledge and skills in communicative strategies to ensure first-class communication. The purpose of this study is to explore the effects of an intervention program for primary-school teachers comprising strategies for enhanced language learning and interactions in the classroom, with focus on teachers' verbal and body communication (voice, gaze, and gesture).Methods: Teachers (n = 25) from seven schools teaching in school year 3-6 participated. Assessments were made pre/post intervention and at 5-weeks and 3-months follow-up. The assessments included teachers' self-assessments (questionnaires) of vocal health, self-efficacy, stress, burnout, and psychosocial work-environment.Results: The main results were significant decrease in voice problems at the 3-months follow-up and significant decrease of both stress and degree of burnout at 5-weeks follow-up. Self-efficacy score had increased significantly at 5-week follow-up.Conclusion: It can be concluded that the intervention program improves teachers' self-reported vocal health, decreases their perception of stress, and degree of burnout whilst increasing their sense of self-efficacy in classroom management.
DOI: 10.1080/14015439.2019.1595131
PubMed: 31116615
Affiliations:
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teacher intervention program on classroom communication.</title><author><name sortKey="Karjalainen, Suvi" sort="Karjalainen, Suvi" uniqKey="Karjalainen S" first="Suvi" last="Karjalainen">Suvi Karjalainen</name><affiliation wicri:level="1"><nlm:affiliation>Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden.</nlm:affiliation><country xml:lang="fr">Suède</country><wicri:regionArea>Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, Lund</wicri:regionArea><wicri:noRegion>Lund</wicri:noRegion></affiliation></author><author><name sortKey="Sahlen, Birgitta" sort="Sahlen, Birgitta" uniqKey="Sahlen B" first="Birgitta" last="Sahlén">Birgitta Sahlén</name><affiliation wicri:level="1"><nlm:affiliation>Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden.</nlm:affiliation><country xml:lang="fr">Suède</country><wicri:regionArea>Department of Clinical 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region">Île-de-France</region><settlement type="city">Paris</settlement></placeName></affiliation></author><author><name sortKey="Br Nnstrom, Jonas" sort="Br Nnstrom, Jonas" uniqKey="Br Nnstrom J" first="Jonas" last="Br Nnström">Jonas Br Nnström</name><affiliation wicri:level="1"><nlm:affiliation>Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden.</nlm:affiliation><country xml:lang="fr">Suède</country><wicri:regionArea>Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, Lund</wicri:regionArea><wicri:noRegion>Lund</wicri:noRegion></affiliation></author><author><name sortKey="Lyberg Hlander, Viveka" sort="Lyberg Hlander, Viveka" uniqKey="Lyberg Hlander V" first="Viveka" last="Lyberg- Hlander">Viveka Lyberg- Hlander</name><affiliation wicri:level="1"><nlm:affiliation>Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden.</nlm:affiliation><country xml:lang="fr">Suède</country><wicri:regionArea>Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, Lund</wicri:regionArea><wicri:noRegion>Lund</wicri:noRegion></affiliation></author></analytic><series><title level="j">Logopedics, phoniatrics, vocology</title><idno type="eISSN">1651-2022</idno><imprint><date when="2020" type="published">2020</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><b>Background:</b> Media frequently report on overall work-place challenges in Swedish schools, including teachers' working conditions, their well-being, and students' declining results. Language is the key to success in every school subject. Therefore, optimal language learning environments are important. Poor sound environments affect teachers' vocal health, their general well-being, and students' performance. To provide better conditions for teachers and students, it is necessary to combine optimized room acoustics with other preventive measures such as vocal training and evidence-based tools to improve classroom communication. Teachers play a key role in the classroom and need knowledge and skills in communicative strategies to ensure first-class communication. The purpose of this study is to explore the effects of an intervention program for primary-school teachers comprising strategies for enhanced language learning and interactions in the classroom, with focus on teachers' verbal and body communication (voice, gaze, and gesture).<b>Methods:</b> Teachers (<i>n</i> = 25) from seven schools teaching in school year 3-6 participated. Assessments were made pre/post intervention and at 5-weeks and 3-months follow-up. The assessments included teachers' self-assessments (questionnaires) of vocal health, self-efficacy, stress, burnout, and psychosocial work-environment.<b>Results:</b> The main results were significant decrease in voice problems at the 3-months follow-up and significant decrease of both stress and degree of burnout at 5-weeks follow-up. Self-efficacy score had increased significantly at 5-week follow-up.<b>Conclusion:</b> It can be concluded that the intervention program improves teachers' self-reported vocal health, decreases their perception of stress, and degree of burnout whilst increasing their sense of self-efficacy in classroom management.</div></front></TEI><pubmed><MedlineCitation Status="In-Process" Owner="NLM"><PMID Version="1">31116615</PMID><DateRevised><Year>2020</Year><Month>09</Month><Day>01</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1651-2022</ISSN><JournalIssue CitedMedium="Internet"><Volume>45</Volume><Issue>3</Issue><PubDate><Year>2020</Year><Month>Oct</Month></PubDate></JournalIssue><Title>Logopedics, phoniatrics, vocology</Title><ISOAbbreviation>Logoped Phoniatr Vocol</ISOAbbreviation></Journal><ArticleTitle>Implementation and evaluation of a teacher intervention program on classroom communication.</ArticleTitle><Pagination><MedlinePgn>110-122</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1080/14015439.2019.1595131</ELocationID><Abstract><AbstractText><b>Background:</b> Media frequently report on overall work-place challenges in Swedish schools, including teachers' working conditions, their well-being, and students' declining results. Language is the key to success in every school subject. Therefore, optimal language learning environments are important. Poor sound environments affect teachers' vocal health, their general well-being, and students' performance. To provide better conditions for teachers and students, it is necessary to combine optimized room acoustics with other preventive measures such as vocal training and evidence-based tools to improve classroom communication. Teachers play a key role in the classroom and need knowledge and skills in communicative strategies to ensure first-class communication. The purpose of this study is to explore the effects of an intervention program for primary-school teachers comprising strategies for enhanced language learning and interactions in the classroom, with focus on teachers' verbal and body communication (voice, gaze, and gesture).<b>Methods:</b> Teachers (<i>n</i> = 25) from seven schools teaching in school year 3-6 participated. Assessments were made pre/post intervention and at 5-weeks and 3-months follow-up. The assessments included teachers' self-assessments (questionnaires) of vocal health, self-efficacy, stress, burnout, and psychosocial work-environment.<b>Results:</b> The main results were significant decrease in voice problems at the 3-months follow-up and significant decrease of both stress and degree of burnout at 5-weeks follow-up. Self-efficacy score had increased significantly at 5-week follow-up.<b>Conclusion:</b> It can be concluded that the intervention program improves teachers' self-reported vocal health, decreases their perception of stress, and degree of burnout whilst increasing their sense of self-efficacy in classroom management.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Karjalainen</LastName><ForeName>Suvi</ForeName><Initials>S</Initials><Identifier Source="ORCID">http://orcid.org/0000-0002-5586-7184</Identifier><AffiliationInfo><Affiliation>Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Sahlén</LastName><ForeName>Birgitta</ForeName><Initials>B</Initials><Identifier Source="ORCID">http://orcid.org/0000-0002-8468-0546</Identifier><AffiliationInfo><Affiliation>Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Falck</LastName><ForeName>Andreas</ForeName><Initials>A</Initials><AffiliationInfo><Affiliation>Department of Psychology, Lund University, Lund, Sweden.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Institut Jean Nicod, Département d'études cognitives, ENS, EHESS, PSL University, CNRS, Paris, France.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Brännström</LastName><ForeName>Jonas</ForeName><Initials>J</Initials><AffiliationInfo><Affiliation>Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Lyberg-Åhlander</LastName><ForeName>Viveka</ForeName><Initials>V</Initials><AffiliationInfo><Affiliation>Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2019</Year><Month>05</Month><Day>22</Day></ArticleDate></Article><MedlineJournalInfo><Country>England</Country><MedlineTA>Logoped Phoniatr Vocol</MedlineTA><NlmUniqueID>9617311</NlmUniqueID><ISSNLinking>1401-5439</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">Classroom communication</Keyword><Keyword MajorTopicYN="N">body communication</Keyword><Keyword MajorTopicYN="N">intervention</Keyword><Keyword MajorTopicYN="N">language interaction</Keyword><Keyword MajorTopicYN="N">teachers</Keyword><Keyword MajorTopicYN="N">vocal health</Keyword><Keyword MajorTopicYN="N">well-being</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="pubmed"><Year>2019</Year><Month>5</Month><Day>23</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2019</Year><Month>5</Month><Day>23</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2019</Year><Month>5</Month><Day>23</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate></History><PublicationStatus>ppublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">31116615</ArticleId><ArticleId IdType="doi">10.1080/14015439.2019.1595131</ArticleId></ArticleIdList></PubmedData></pubmed><affiliations><list><country><li>France</li><li>Suède</li></country><region><li>Île-de-France</li></region><settlement><li>Paris</li></settlement></list><tree><country name="Suède"><noRegion><name sortKey="Karjalainen, Suvi" sort="Karjalainen, Suvi" uniqKey="Karjalainen S" first="Suvi" last="Karjalainen">Suvi Karjalainen</name></noRegion><name sortKey="Br Nnstrom, Jonas" sort="Br Nnstrom, Jonas" uniqKey="Br Nnstrom J" first="Jonas" last="Br Nnström">Jonas Br Nnström</name><name sortKey="Falck, Andreas" sort="Falck, Andreas" uniqKey="Falck A" first="Andreas" last="Falck">Andreas Falck</name><name sortKey="Lyberg Hlander, Viveka" sort="Lyberg Hlander, Viveka" uniqKey="Lyberg Hlander V" first="Viveka" last="Lyberg- Hlander">Viveka Lyberg- Hlander</name><name sortKey="Sahlen, Birgitta" sort="Sahlen, Birgitta" uniqKey="Sahlen B" first="Birgitta" last="Sahlén">Birgitta Sahlén</name></country><country name="France"><region name="Île-de-France"><name sortKey="Falck, Andreas" sort="Falck, Andreas" uniqKey="Falck A" first="Andreas" last="Falck">Andreas Falck</name></region></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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