Educational effects of the Tools of the Mind curriculum: A randomized trial

By W. Barnett, Kwanghee Jung, Donald J. Yarosz, Jessica Thomas, Amy Hornbeck, Robert A. Stechuk, S. Burns. 2008

575 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6ff3c6f1a4b75826e02a8e550219d9264fa60a33

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teacher–Child Interactions in Free Choice and Teacher-Directed Activity Settings: Prediction to School Readiness (2017, result): “Our findings also support previous intervention work that suggests that when teachers effectively guide children’s self-initiated activities, a child-managed activity setting can be more effective for promoting skill development (e.g., Tools of the Mind; Barnett et al., 2008; Bodrova & Leong, 2009).”
Executive Function: Implications for Education. NCER 2017-2000. (2016, methodology): “For example, in the flanker task, which is featured in the NIH Toolbox as a measure of inhibitory control (Bauer and Zelazo 2014), children respond to stimuli that include a central arrow that points to either the left or the right and that is flanked by arrows that point in either the same…”
The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and Kindergarten (2011, background): “One intervention, the Tools of the Mind curriculum, has increased children’s attention, working memory, and inhibitory control skills with sociodramatic play, private speech, and drawing strategies (Barnett et al., 2008; Diamond, Barnett, Thomas, & Munro, 2007).”
Executive Function Skills, Early Mathematics, and Vocabulary in Head Start Preschool Children (2017, background): “…EF skills have primarily led to increases in these targeted skills (Bierman, Nix, Greenberg, Blair, & Domitrovich, 2008; Diamond & Lee, 2011; Thorell, Lindqvist, Nutley, Bohlin, & Klingberg, 2009) but not domain-specific math and literacy skills (Barnett et al., 2008; Jacob& Parkinson, 2015).”
Preschool Program Improves Cognitive Control (2007, unknown): “These findings of superior scores by Tools children compared with closely matched peers on objective, neurocognitive EF measures are consistent with teachers’observations (24).”
The Effect of Drama-Based Pedagogy on PreK–16 Outcomes (2015, background): “…constructivist teaching suggests that student learning through social constructivist approaches leads to greater social and academic gains (W. S. Barnett et al., 2008; Terwel, Oers, Dijk, & Eeden, 2009) and deeper connections (Webb & Mastergeorge, 2003), and students make more unique…”
Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories. (2014, background): “Current interventions for young children, such as Tools of the Mind (Barnett et al., 2008) and the Chicago School Readiness Project (CSRP; Raver et al., 2011), which were created to improve executive functions and self-regulation, provide some preliminary evidence on the potential value of efforts…”
Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills. (2013, background): “…the effectiveness of some language, literacy, mathematics, EF, and socioemotional curricula on directly targeted child developmental domains (Barnett et al., 2008; Bierman et al., 2008; Clements, Sarama, Spitler, Lange, & Wolfe, 2011; Domitrovich, Cortes, & Greenberg, 2007; Fischel et al.,…”
Impact Findings from the Head Start Cares Demonstration: National Evaluation of Three Approaches to Improving Preschoolers’ Social and Emotional Competence (2014, background): “(25)For the study of Preschool PATHS alone, see Domitrovich, Cortes, and Greenberg (2007); for the trial that combined PATHS with a literacy curriculum, see Bierman et al. (2008a, 2008b); and for the trial that examined Preschool PATHS plus a professional development component, see Hamre, Pianta, Ma”
Red Light, Purple Light: Findings From a Randomized Trial Using Circle Time Games to Improve Behavioral Self-Regulation in Preschool (2011, methodology): “Children participating in Tools classrooms have shown significant improvement on computer-based executive function tasks (Diamond, Barnett, Thomas, & Munro, 2007) and on a teacher-reported problem behavior scale (Barnett et al., 2008).”
Executive function and metacognition: Towards a unifying framework of cognitive self-regulation (2017, background): “…approach based on Vytgotskian theory that strongly focuses on socio-dramatic play and teachers’ scaffolding, yielded positive (albeit relatively small) effects on EF when implemented in kindergarten (e.g., Blair & Raver, 2014; Diamond, Barnett, Thomas, & Munro, 2007; but see Barnett et al., 2008).”