ERIC Number: ED675993
Record Type: Non-Journal
Publication Date: 2024-Dec-9
Pages: 262
Abstractor: As Provided
ISBN: 978-1-03-287511-8
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Building Executive Function: The Missing Link to Student Achievement, 2nd Edition
Nancy Sulla
Eye on Education
If students haven't developed the brain-based skills to focus, catch and correct errors, identify cause-and-effect relationships, and more, they can't make sense of lessons. Executive function is the missing link to student achievement. But how can you develop this in the classroom? Bestselling author Nancy Sulla has the answers. She explains how building executive function requires a combination of activities, structures, and teacher facilitation strategies aimed at six increasingly complex life skills that should be the goal of any school: conscious control, engagement, collaboration, empowerment, efficacy, and leadership. This updated new edition includes information on how and why to build executive function skills in the post-pandemic, AI world, as well as modifications for English language learners. There are also Efficacy Notebook sections throughout--spaces for you to pause and reflect as you're reading. In addition, there are examples across grade levels and templates for your own use. With these powerful tools, you will be inspired, armed, and ready to establish a clear framework for building executive function in all your students.
Descriptors: Executive Function, Academic Achievement, Cognitive Processes, Daily Living Skills, Learner Engagement, Cooperation, Empowerment, Self Efficacy, Leadership, Skill Development, Artificial Intelligence
Eye on Education. Available from: Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: orders@taylorandfrancis.com; Web site: https://www.routledge.com/k-12
Publication Type: Books; Guides - Classroom - Teacher; Tests/Questionnaires
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A

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