Executive functioning in the classroom: Primary school teachers’ experiences of neuropsychological issues and reports
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|Title:||Executive functioning in the classroom: Primary school teachers’ experiences of neuropsychological issues and reports||Authors:||Keenan, Lisa; Conroy, Sarah; O'Sullivan, Aisling; Downes, Michelle||Permanent link:||http://hdl.handle.net/10197/11062||Date:||Nov-2019||Online since:||2019-08-29T11:04:56Z||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.||Funding Details:||University College Dublin||Type of material:||Journal Article||Publisher:||Elsevier BV||Journal:||Teaching and Teacher Education||Volume:||86||Start page:||102912||Copyright (published version):||2019 Elsevier||Keywords:||Executive functions; Neuropsychological assessment; Teaching; Educational policy; Early childhood education; Early intervention||DOI:||10.1016/j.tate.2019.102912||Language:||en||Status of Item:||Peer reviewed|
|Appears in Collections:||Psychology Research Collection|
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