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ERIC Number: ED525127
Record Type: Non-Journal
Publication Date: 2009
Pages: 241
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-6396-9
Voices Not Heard: Voice-Use Profiles of Elementary Music Teachers, the Effects of Voice Amplification on Vocal Load, and Perceptions of Issues Surrounding Voice Use
Morrow, Sharon L.
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Madison
Teachers represent the largest group of occupational voice users and have voice-related problems at a rate of over twice that found in the general population. Among teachers, music teachers are roughly four times more likely than classroom teachers to develop voice-related problems. Although it has been established that music teachers use their voices at high intensities and durations in the course of their workday, voice-use profiles concerning the amount and intensity of vocal use and vocal load have not been quantified. This research project investigated the differences in voice-use profiles between elementary music teachers and elementary classroom teachers relative to phonation time, fundamental frequency (F [subscript 0]), vocal intensity, and vocal load as calculated by cycle dose and distance dose. Additionally, the study investigated the effectiveness of voice amplification in reducing vocal load for music teachers as measured by vocal intensity and vocal load. Finally, the study investigated how music teachers perceived issues surrounding job-related voice use. Voice-use parameter data were collected using a KayPENTAX Ambulatory Phonation Monitor (APM) 3200. Twelve participants (n = 7 elementary music teachers and n = 5 elementary classroom teachers) were monitored during five full teaching days of one workweek to determine average phonation time, F [subscript 0], vocal intensity, and cycle and distance dose. Music teachers were monitored a second week using the APM and adding a portable voice amplification system. Finally, participants were asked to discuss their perceptions of issues surrounding job-related voice use by means of semi-structured interviews during the research interval. Statistically significant differences in all measures were found between music teachers and classroom teachers (p less than 0.05) with large effect sizes for all parameters. Data also revealed significant decreases in mean vocal intensity of 7.00 dB (p less than 0.001) with the intervention of voice amplification, along with significant decreases in both cycle and distance dose (p = 0.001). In addition, data revealed noteworthy and meaningful impact of voice problems for participant music teachers, both on and off the job. Results of the study are considered across the frameworks of a vocal physiology model and of a critical feminist sociology of schooling. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A