文章基本信息

标题：Teachers perceptions of classroom behaviour and working memory
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作者：Tracy Packiam Alloway ; Gwyneth Doherty-Sneddon ; Lynsey Forbes 等
期刊名称：Educational Research and Reviews
印刷版ISSN：1990-3839
出版年度：2012
卷号：7
期号：6
页码：138-142
DOI：10.5897/ERR10.223
语种：English
出版社：Academic Journals
摘要：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.
关键词：Working memory; classroom behaviour; strategies; teacher rating scales " />