Executive Function Professional Development: A Curriculum Review

Abstract

This study explored to what extent teacher professional development on executive functions, a student's cognitive ability to regulate academic behavior (Dawson & Guare, 2010), is meeting the needs of teachers as adult learners. Primary and elementary school teachers are continually engaged in professional development to refine and advance their craft. The purpose of this instrumental case study was to explore the extent to which a school district's professional development on executive functions is providing teachers with the knowledge they need to support students' growth of execution functions and meeting the teachers' needs as an adult learner. The researcher investigated the design of an existing executive function professional development curriculum and reviewed teacher perception of the impact of the training on their understanding and practice. The study was guided by the following research questions: 1. How do teachers in a rural K-12 school district located in the northeastern United States perceive the impact of the existing curriculum on their understanding of executive functions and their classroom practices? 2. To what extent does the existing curriculum reflect current research in executive functions and brain development? 3. To what extent does the existing curriculum utilize elements of effective teacher professional development and adult learning? Conceptually the researcher framed the literature review around three topics: research on executive functions, adult learning theory, and teacher professional development. The researcher obtained the existing executive function curriculum used by the school district and conducted a review. Primary and elementary school teachers from the selected district were asked to participate in a Qualtrics survey to collect qualitative data about the perceived impact of the curriculum on their understanding of executive functions and their classroom practices. Based upon the data collected, analyzed, and interpreted, recommendations were made regarding the use of the existing executive function professional development curriculum to enhance skill development in students.Ed.D., Educational Leadership and Management -- Drexel University, 202