Supporting Executive Function in Schools: A Look at Three Promising Program Models. The Abell Report. Volume 35, No. 1

Autor/in	Lohnes, Sarah
Institution	Abell Foundation
Titel	Supporting Executive Function in Schools: A Look at Three Promising Program Models. The Abell Report. Volume 35, No. 1
Quelle	(2022), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Executive Function; Models; Skill Development; Trauma; Poverty; Cognitive Ability; Intervention; Training; Program Effectiveness; Urban Schools; Public Schools; Short Term Memory; Cognitive Processes; Inhibition; Social Emotional Learning; Art Activities; At Risk Students; COVID-19; Pandemics; Reading Achievement; Mathematics Achievement; Preschool Education; Elementary Secondary Education; School Readiness; Metacognition; Maryland (Baltimore); Indiana; Oklahoma (Tulsa); Texas (Houston) + Suchen Sie Ihr Suchwort? Analogiemodell; Kompetenzentwicklung; Qualifikationsentwicklung; Armut; Denkfähigkeit; Ausbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Hemmung; Künstlerische Tätigkeit; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Pre-school education; Vorschulerziehung; Readiness for school; School ability; Schulreife; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	A small but growing cadre of schools and districts across the nation are turning to interventions rooted in brain science to complement or replace core curricula. Such programs target a related set of cognitive processes, known as executive function (EF), that are key to learning. Executive function skills are essential for planning, executing, and monitoring goal-directed behavior, and are therefore central to problem-solving and learning. While all students can benefit from these programs, because of a strong connection between trauma, poverty, and altered executive function, students in schools and districts in areas of concentrated poverty may benefit the most from targeted EF programs. This paper set out to understand the potential for EF training programs to support students in one urban district--Baltimore City Public Schools (BCPSS). It draws from interviews with program developers and administrators in Baltimore and other districts to understand the use of evidence-based and promising EF programs and gather lessons learned and recommendations for interested schools and districts. (ERIC).
Anmerkungen	Abell Foundation. 111 South Calvert Street Suite 2300, Baltimore, MD 21202. Tel: 410-545-1300; Fax: 410-539-6579; e-mail: abell@abell.org; Web site: http://www.abell.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01