Executive functioning in the classroom: Primary school teachers' experiences of neuropsychological issues and reports

被引：7
|
作者：
Keenan, L. [1 ]
Conroy, S. [1 ]
O'Sullivan, A. [2 ]
Downes, M. [1 ]
机构：
[1] Univ Coll Dublin, Sch Psychol, Dublin 4, Ireland
[2] Kildare Town Educate Together, Kildare Town, Kildare, Ireland
来源：
TEACHING AND TEACHER EDUCATION | 2019年 / 86卷
关键词：
Executive functions; Neuropsychological assessment; Teaching; Educational policy; Early childhood education; Early intervention; PROFESSIONAL-DEVELOPMENT; WORKING-MEMORY; YOUNG-CHILDREN; PRESCHOOL; INTERVENTIONS; BELIEFS; IMPACT; IMPLEMENTATION; TRANSITION; KNOWLEDGE;
D O I：
10.1016/j.tate.2019.102912
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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. (C) 2019 Elsevier Ltd. All rights reserved.
引用
收藏
页数：12
相关论文
共 50 条
  • [21] Primary hypertension and neurocognitive and executive functioning in school-age children
    Juan C. Kupferman
    Marc B. Lande
    Heather R. Adams
    Steven G. Pavlakis
    Pediatric Nephrology, 2013, 28 : 401 - 408
  • [22] Teachers' Perceptions of Their Role and Classroom Management Practices in a Technology Rich Primary School Classroom
    Johler, Minttu
    Krumsvik, Rune Johan
    Bugge, Hans Erik
    Helgevold, Nina
    FRONTIERS IN EDUCATION, 2022, 7
  • [23] Primary teachers' experiences with weekly education outside the classroom during a year
    Mygind, Erik
    Bolling, Mads
    Barfod, Karen Seieroe
    EDUCATION 3-13, 2019, 47 (05) : 599 - 611
  • [24] Teachers' experiences and understanding of executive functions in Irish primary school classrooms: Findings from a mixed-methods questionnaire
    Keenan, Lisa
    O'Sullivan, Aisling
    Downes, Michelle
    IRISH EDUCATIONAL STUDIES, 2021, 40 (01) : 101 - 114
  • [25] Teachers' professional learning practices in the workplace: experiences of primary school teachers in Ethiopia
    Taddese, Esayas Teshome
    Rao, Congman
    EDUCATION 3-13, 2023, 51 (03) : 426 - 439
  • [26] Digital technologies in primary school: teachers' perspectives on their inclusion and classroom teaching
    Lucia Gomez, Veronica
    Alvarez, Guadalupe
    VIRTUALIDAD EDUCACION Y CIENCIA, 2020, 11 (20): : 9 - 26
  • [27] RELATIONSHIP BETWEEN TEACHERS' CLASSROOM PRACTICES AND LEARNING ENGAGEMENT IN PRIMARY SCHOOL
    Nakk, Anne-Mai
    Timostsuk, Inge
    INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE, 2016, : 6596 - 6602
  • [28] Teachers' use of information technology: Observations of primary school classroom practice
    Chalkley, TW
    Nicholas, D
    ASLIB PROCEEDINGS, 1997, 49 (04): : 97 - 107
  • [29] Diagnostic competence of primary school mathematics teachers during classroom situations
    Hoth J.
    Döhrmann M.
    Kaiser G.
    Busse A.
    König J.
    Blömeke S.
    ZDM, 2016, 48 (1-2): : 41 - 53
  • [30] Recommendations to improve primary school physical education: Classroom teachers' perspective
    Morgan, Philip
    Hansen, Vibeke
    JOURNAL OF EDUCATIONAL RESEARCH, 2007, 101 (02): : 99 - 111
12345