Educational Research and Reviews

  • Abbreviation: Educ. Res. Rev.
  • Language: English
  • ISSN: 1990-3839
  • DOI: 10.5897/ERR
  • Start Year: 2006
  • Published Articles: 1950

Full Length Research Paper

Teachers’ perceptions of classroom behaviour and working memory

Tracy Packiam Alloway*, Gwyneth Doherty-Sneddon and Lynsey Forbes
Centre for Memory and Learning in the Lifespan, Stirling University, Stirling, Scotland
Email: [email protected]

  •  Accepted: 03 January 2012
  •  Published: 12 February 2012

Abstract

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.

Key words: Working memory, classroom behaviour, strategies, teacher rating scales