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, LisaConroy, SarahO'Sullivan, AislingDownes, 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 functionsNeuropsychological assessmentTeachingEducational policyEarly childhood educationEarly 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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