The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement

By Robin Jacob, Julia Parkinson. 2015

553 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/8cf592de3e9908b2dcadcc8326fd3ea85940f5c8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Michael T. Willoughby
2. Clancy Blair
3. Philip David Zelazo
4. Cordula Artelt
5. Ulrich Schroeders
6. Claire Piccinin
7. David Blazar
8. Dylan Hogan

In Education

1. Philip David Zelazo
2. David Blazar
3. Michael T. Willoughby
4. S. Weinert
5. Ulrich Schroeders
6. Cordula Artelt
7. A. K. Edossa
8. K. Verschueren

In Statistics and Probability

1. Philip David Zelazo
2. Cordula Artelt
3. David Blazar
4. Michael T. Willoughby
5. Clancy Blair
6. Dylan Hogan
7. K. Verschueren
8. M. Kraft

Citations in the corpus

• Executive Function and Reading Comprehension: A Meta-Analytic Review (2018, methodology): “…five studies that employed random assignment to intervention and examined the impact of the intervention on both executive function and academic skills such as vocabulary, mathematical problem solving, phonological processing, and knowledge of print, as examples (Jacob & Parkinson, 2015).”
• The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood (2018, background): “Self-regulation researchers who focus on cognitive development frequently use the term executive function as a set of cognitive skills to deliberately manage thought and action (Blair, 2002; Jacob & Parkinson, 2015; McClelland et al., 2007).”
• Executive Function: Implications for Education. NCER 2017-2000. (2016, background): “For example, in contrast to the meta-analysis by Allan et al. (2014), referred to above, a separate meta-analysis by Jacob and Parkinson (2015) used a broader definition of EF with a broader age range.”
• The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions (2018, background): “Similarly, the associations between EFs and Teacher–Child Interactions and Executive Functions other variables is often of the medium range (e.g., Jacob & Parkinson, 2015).”
• A Revised Writer(s)-Within-Community Model of Writing (2018, background): “Attention The processes underlying attention (Jacob & Parkinson, 2015) allow writers to (a) focus attention on a selective or relevant aspect of the writing enterprise (e.g., brainstorm possible ideas for a paper), (b) maintain attention on that aspect as needed (continue brainstorming until a…”
• The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence (2018, methodology): “Instead of conducting duplicate blind coding of each study, we sought to minimize error through a process of critical review (Dietrichson, Bøg, Filges, & Klint Jørgensen, 2017; Jacob & Parkinson, 2015).”