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How does executive function skills i...

Akers, Donna.

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How does executive function skills instruction impact student executive function levels and academic achievement on Common Core State Standards assessments?

Record Type:	Electronic resources : Monograph/item
Title/Author:	How does executive function skills instruction impact student executive function levels and academic achievement on Common Core State Standards assessments?/
Author:	Akers, Donna.
Description:	91 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3707559
ISBN:	9781321822335

How does executive function skills instruction impact student executive function levels and academic achievement on Common Core State Standards assessments?
Akers, Donna.

How does executive function skills instruction impact student executive function levels and academic achievement on Common Core State Standards assessments? - 91 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--The University of Mississippi, 2015.

This item must not be sold to any third party vendors.

Executive function skills are vitally important to student success in school and later in life. Executive function skills can and are improved with specific skills instruction. The literature reveals a correlation between executive function and academic achievement. So, the theory proposed is that raising executive function levels will raise achievement levels. The role of executive function in student achievement in the Common Core State Standards was studied with a fourth grade class. It was conducted over a nine-week period, and used an experimental and control group. Both groups were given an executive function pretest and academic achievement (Common Core) pretest. During the treatment period, the experimental group was given explicit executive function skills instruction in the form of the Pomodoro Technique. This technique addressed the following executive functions: managing time, using visual organizers, planning transitions, creating to-do lists, recording and reflecting on data, self-regulation, and reducing working memory load. This technique was implemented daily. At the end of the nine week period, both groups were given executive function and achievement posttests. The statistical analysis revealed that the experimental group's executive function level improved significantly compared to the control group.

ISBN: 9781321822335Subjects--Topical Terms:

3172279
Instructional design.

How does executive function skills instruction impact student executive function levels and academic achievement on Common Core State Standards assessments?
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245 1 0 $a How does executive function skills instruction impact student executive function levels and academic achievement on Common Core State Standards assessments?
300 $a 91 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Kaye Pepper.
502 $a Thesis (Ed.D.)--The University of Mississippi, 2015.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Executive function skills are vitally important to student success in school and later in life. Executive function skills can and are improved with specific skills instruction. The literature reveals a correlation between executive function and academic achievement. So, the theory proposed is that raising executive function levels will raise achievement levels. The role of executive function in student achievement in the Common Core State Standards was studied with a fourth grade class. It was conducted over a nine-week period, and used an experimental and control group. Both groups were given an executive function pretest and academic achievement (Common Core) pretest. During the treatment period, the experimental group was given explicit executive function skills instruction in the form of the Pomodoro Technique. This technique addressed the following executive functions: managing time, using visual organizers, planning transitions, creating to-do lists, recording and reflecting on data, self-regulation, and reducing working memory load. This technique was implemented daily. At the end of the nine week period, both groups were given executive function and achievement posttests. The statistical analysis revealed that the experimental group's executive function level improved significantly compared to the control group.
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