References:
[1] Shield, B., Conetta, R., Dockrell, J., Connolly, D., Cox, T., & Mydlarz, C. (2015). A survey of acoustic conditions and noise levels in secondary school classrooms in England. The Journal of the Acoustical Society of America, 137(1), 177-188.
[2] Berg, F. S., Blair, J. C., & Benson, P. V. (1996). Classroom acoustics: The problem, impact, and solution. Language, Speech, and Hearing Services in Schools, 27(1), 16-20.
[3] Persson, R., Kristiansen, J., Lund, S. P., Shibuya, H., & Nielsen, P. M. (2013). Classroom acoustics and hearing ability as determinants for perceived social climate and intentions to stay at work. Noise and Health, 15(67), 446.
[4] Shield, B., Conetta, R., Dockrell, J., Connolly, D., Cox, T., & Mydlarz, C. (2015). A survey of acoustic conditions and noise levels in secondary school classrooms in England. The Journal of the Acoustical Society of America, 137(1), 177-188.
[5] Sato, H., & Bradley, J. S. (2008). Evaluation of acoustical conditions for speech communication in working elementary school classrooms. The Journal of the Acoustical Society of America, 123(4), 2064-2077.
[6] Klatte, M., Seidel, J., Wegner, M., Hellbrück, J., Leistner, P., & Weber, L. (2006). Effects of classroom reverberation time on speech perception and noise ratings in elementary school children: A field study. Euronoise.
[7] Persson, R., Kristiansen, J., Lund, S. P., Shibuya, H., & Nielsen, P. M. (2013). Classroom acoustics and hearing ability as determinants for perceived social climate and intentions to stay at work. Noise and Health, 15(67), 446.
