Modelos de ecuaciones estructurales aplicados al análisis de la evaluación del aprendizaje sobre el impacto del ruido
Resumen
Texto completo:
PDFReferencias
Tezel, M. N., Sari, D., Ozkurt, N., & Keskin, S. S. Combined NOx and noise pollution from road traffic in Trabzon, Turkey. Science of The Total Environment, 696, (2019) 134044. https://doi.org/10.1016/j.scitotenv.2019.134044
Resolución Número (627), 29 (testimony of MinAmbiente) (2006)
Silva, L. T., Oliveira, I. S., & Silva, J. F. The impact of urban noise on primary schools. Perceptive evaluation and objective assessment. Applied Acoustics, 106, (2016). 2–9. https://doi.org/10.1016/j.apacoust.2015.12.013
Connolly, D. M., Dockrell, J. E., Shield, B. M., Conetta, R., & Cox, T. J.. Students’ Perceptions of School Acoustics and the Impact of Noise on Teaching and Learning in Secondary Schools: Findings of a Questionnaire Survey. Energy Procedia, 78, (2015) 3114–3119. https://doi.org/10.1016/j.egypro.2015.11.766
Santika, B. B., Indrawati, S., Suyatno, & Yahya, E. Noise Evaluation of Traffic Flows and Its Effect to Concentration Capability of the Students in One of Private School in Surabaya. Procedia Engineering, 170, (2017). 274–279. https://doi.org/10.1016/j.proeng.2017.03.026
Dzhambov, A., Tilov, B., Markevych, I., & Dimitrova, D. Residential road traffic noise and general mental health in youth: The role of noise annoyance, neighborhood restorative quality, physical activity, and social cohesion as potential mediators. Environment International, 109, . (2017), 1–9. https://doi.org/10.1016/j.envint.2017.09.009
Franca, M. C. A comparison of vocal demands with vocal performance among classroom student teachers. Journal of Communication Disorders, 46(1), (2013). 111–123. https://doi.org/10.1016/j.jcomdis.2012.11.001
Wen, X., Lu, G., Lv, K., Jin, M., Shi, X., Lu, F., & Zhao, D. Impacts of traffic noise on roadside secondary schools in a prototype large Chinese city. Applied Acoustics, 151, (2019). 153–163. https://doi.org/10.1016/j.apacoust.2019.02.024
Huertas Bustos, A. P., Vesga Bravo, G. J., & Galindo León, M.. Validación del instrumento ‘inventario de habilidades metacognitivas (Mai)’ con estudiantes colombianos. Praxis & Saber, 5(10), (2014) 55. https://doi.org/10.19053/22160159.3022
Munier, C., Brockmann-Bauser, M., Laukkanen, A.-M., Ilomäki, I., Kankare, E., & Geneid, A. Relationship Between Laryngeal Signs and Symptoms, Acoustic Measures, and Quality of Life in Finnish Primary and Kindergarten School Teachers. Journal of Voice, 34(2), (2020). 259–271. https://doi.org/10.1016/j.jvoice.2018.12.006
Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. The importance of attitudes toward technology for pre-service teachers’ technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, (2018). 67–80. https://doi.org/10.1016/j.chb.2017.11.003
Gil-Madrona, P., Méndez Hinojosa, L. M., Pérez-Segura, J. J., Sáez-Sánchez, M. B., & Zamora Poblete, G. Scale of Pedagogical Authority Meanings in the classroom (ESAPA) for Ibero-America built on the opinions of teaching students. Teaching and Teacher Education, 93, (2020).103079. https://doi.org/10.1016/j.tate.2020.103079
DOI: https://doi.org/10.24054/01204211.v2.n2.2020.4439
Enlaces refback
- No hay ningún enlace refback.