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ERIC Number: EJ976900
Record Type: Journal
Publication Date: 2012-Feb-12
Pages: 5
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1990-3839
Teachers' Perceptions of Classroom Behaviour and Working Memory
Alloway, Tracy Packiam
Educational Research and Reviews, v7 n6 p138-142 Feb 2012
Working memory, ability to remember and manipulate information, is crucial to academic attainment. The aim of the present study was to understand teachers' perception of working memory and how it impacts classroom behaviour. A semi-structured interview was used to explore teachers' ability to define working memory, identify these difficulties in the classroom, and effectively support struggling students. Teachers were then asked to identify students in their classroom whom they felt exhibited troublesome behaviour. The data indicated that teacher awareness of working memory was quite low, with the majority of them only able to correctly identify one or two signs of working memory failure and effective strategies to support it in the classroom. The study also found that students the teachers consider as troublesome showed signs of working memory failure. The practical implications for screening and supporting students who exhibit troublesome behaviour in the classroom are discussed. (Contains 1 table.)
Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)