東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

How does executive function skills i...

Akers, Donna.

FindBook

Google Book

Amazon

博客來

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	How does executive function skills instruction impact student executive function levels and academic achievement on Common Core State Standards assessments?/
作者:	Akers, Donna.
面頁冊數:	91 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Instructional design. -
電子資源:	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?
LDR:02487nmm a2200325 4500 001 2060455
005 20150828095350.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321822335
035 $a (MiAaPQ)AAI3707559
035 $a AAI3707559
040 $a MiAaPQ $c MiAaPQ
100 1 $a Akers, Donna. $3 3174611
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.
590 $a School code: 0131.
650 4 $a Instructional design. $3 3172279
650 4 $a Pedagogy. $3 2122828
650 4 $a Neurosciences. $3 588700
650 4 $a Education policy. $3 2191387
690 $a 0447
690 $a 0456
690 $a 0317
690 $a 0458
710 2 $a The University of Mississippi. $b Education. $3 1678737
773 0 $t Dissertation Abstracts International $g 76-10A(E).
790 $a 0131
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3707559