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

页数：12

共 43 条

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