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Executive functioning in the classroom: Primary school teachers’ experiences of neuropsychological issues and reports
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File | Description | Size | Format | |
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TATE Revised manuscript v2 (anonymised) FINAL.doc | 465.5 KB |
Date Issued
November 2019
Date Available
29T11:04:56Z August 2019
Abstract
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.
Sponsorship
University College Dublin
Other Sponsorship
Teaching Council Ireland John Coolahan Research Support Framework
Type of Material
Journal Article
Publisher
Elsevier
Journal
Teaching and Teacher Education
Volume
86
Copyright (Published Version)
2019 Elsevier
Language
English
Status of Item
Peer reviewed
ISSN
0742-051X
This item is made available under a Creative Commons License
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