Executive functioning in the classroom: Primary school teachers’ experiences of neuropsychological issues and reports
| Autor: | Aisling O'Sullivan, Sarah Conroy, Lisa Keenan, Michelle Downes |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Early childhood education
Educational policy media_common.quotation_subject education Psychological intervention Neuropsychological assessment Early intervention behavioral disciplines and activities Education Terminology Executive functions Promotion (rank) ComputingMilieux_COMPUTERSANDEDUCATION medicine 0501 psychology and cognitive sciences media_common Medical education medicine.diagnostic_test Teaching 05 social sciences 050301 education Focus group Psychology 0503 education 050104 developmental & child psychology Executive dysfunction |
| Zdroj: | Teaching and Teacher Education. 86:102912 |
| ISSN: | 0742-051X |
| DOI: | 10.1016/j.tate.2019.102912 |
| Popis: | Executive functions are crucial for young students to achieve academic success. Classroom environments can influence executive skill development. Teachers act as key players in the promotion of executive functions by providing students with targeted support and scaffolding. Therefore, it is important to establish teachers’ understanding of executive functions and barriers to supporting executive dysfunction. Focus groups with primary school teachers (N = 10) highlighted the importance of promoting students’ executive functions. Knowledge gaps related to neuropsychological terminology were identified. Barriers emerged for the successful implementation of evidence-based interventions, which are compounded by wider systemic issues. Implications for early intervention and for the translation of neuropsychological evidence into the classroom are discussed. University College Dublin Teaching Council Ireland John Coolahan Research Support Framework 36 month embargo - AC Update citation details and issue date during checkdate report - AC |
| Databáze: | OpenAIRE |
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