Atkinson, AL, Allen, RJ orcid.org/0000-0002-1887-3016 and Waterman, AH orcid.org/0000-0001-9882-7206 (2021) Exploring the understanding and experience of working memory in teaching professionals: A large-sample questionnaire study. Teaching and Teacher Education, 103. 103343. ISSN 0742-051X
Abstract
Working memory (WM) underpins learning and is strongly associated with academic achievement. Children with poor WM need support in the classroom, but little is known about teachers’ understanding of WM. An online questionnaire (N = 1425) assessed educational professionals’ understanding of key concepts related to WM. Respondents generally showed some understanding, although most overestimated WM duration. There was also considerable variability in the signs identified as being associated with poor WM and possible strategies to assist such children. This demonstrates the need to provide teacher training about WM, and for collaboration between researchers and teachers in developing support materials.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2021 The Authors. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/). |
Keywords: | Working memory; Cognition; Teacher understanding; Cognitive load |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Psychology (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 14 Jun 2021 08:09 |
Last Modified: | 25 Jun 2023 22:41 |
Status: | Published |
Publisher: | Elsevier |
Identification Number: | 10.1016/j.tate.2021.103343 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:175052 |