Contemporary educators all over the world value the importance of executive function(EF) in the brain. We initiated a long-term school-based EF promoting project in fall, 2013, a total of 148 teachers and 2,500 students in one senior high school campus participate in this longitudinal research. After years of hard efforts, this campus has now transformed to be with climate which highly values fostering the executive function development of students. Given that educating student to be self-activated in the long run is the core validity criterion in education. Cohort sequential design is conducted to trace the EF performance of 2016-2018 graduates(N=649, 647, 737), thus to evaluate the longitudinal effect of this school-based EF promoting program. Both quantitative and qualitative data are to be collected following the mixed method research framework. Results revealed a positive long-term effect of this school-based intervention program: students EF are improved and keep maintained after 2 years from graduation. Generally there shows a small effect on many EF domains such as initiation, self-checking, flexibility, plan/organization and working memory; Meanwhile, results also revealed that students improve the least on self-awareness and response inhibition, which deserve our further attention. Qulatative results based on focus group interviews provided positive responses too, viewpoints from the principal, teachers, students, and parents supported the positive effects of such a school-based EF promoting program. Current work could make important contributions to both academic research and education practice fields.
|Effective start/end date||2017/08/01 → 2020/07/31|
- Executive functioning
- School-based program
- Long-tern effect
- longitudinal follow-up research
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