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Exploring the understanding and experience of working memory in teaching professionals: A large-sample questionnaire study

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Exploring the understanding and experience of working memory in teaching professionals: A large-sample questionnaire study. / Atkinson, Amy L.; Allen, Richard J.; Waterman, Amanda H.
In: Teaching and Teacher Education, Vol. 103, 103343, 31.07.2021.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Atkinson, AL, Allen, RJ & Waterman, AH 2021, 'Exploring the understanding and experience of working memory in teaching professionals: A large-sample questionnaire study', Teaching and Teacher Education, vol. 103, 103343. https://doi.org/10.1016/j.tate.2021.103343

APA

Atkinson, A. L., Allen, R. J., & Waterman, A. H. (2021). Exploring the understanding and experience of working memory in teaching professionals: A large-sample questionnaire study. Teaching and Teacher Education, 103, Article 103343. https://doi.org/10.1016/j.tate.2021.103343

Vancouver

Atkinson AL, Allen RJ, Waterman AH. Exploring the understanding and experience of working memory in teaching professionals: A large-sample questionnaire study. Teaching and Teacher Education. 2021 Jul 31;103:103343. Epub 2021 Apr 12. doi: 10.1016/j.tate.2021.103343

Author

Atkinson, Amy L. ; Allen, Richard J. ; Waterman, Amanda H. / Exploring the understanding and experience of working memory in teaching professionals : A large-sample questionnaire study. In: Teaching and Teacher Education. 2021 ; Vol. 103.

Bibtex

@article{2554dcc159d54a8dbde509413df01bb7,
title = "Exploring the understanding and experience of working memory in teaching professionals: A large-sample questionnaire study",
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{\textquoteright} understanding of WM. An online questionnaire (N = 1425) assessed educational professionals{\textquoteright} 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.",
keywords = "Working memory, Cognition, Teacher understanding, Cognitive load",
author = "Atkinson, {Amy L.} and Allen, {Richard J.} and Waterman, {Amanda H.}",
year = "2021",
month = jul,
day = "31",
doi = "10.1016/j.tate.2021.103343",
language = "English",
volume = "103",
journal = "Teaching and Teacher Education",
issn = "0742-051X",
publisher = "Elsevier Limited",

}

RIS

TY - JOUR

T1 - Exploring the understanding and experience of working memory in teaching professionals

T2 - A large-sample questionnaire study

AU - Atkinson, Amy L.

AU - Allen, Richard J.

AU - Waterman, Amanda H.

PY - 2021/7/31

Y1 - 2021/7/31

N2 - 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.

AB - 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.

KW - Working memory

KW - Cognition

KW - Teacher understanding

KW - Cognitive load

U2 - 10.1016/j.tate.2021.103343

DO - 10.1016/j.tate.2021.103343

M3 - Journal article

VL - 103

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

SN - 0742-051X

M1 - 103343

ER -