Lessons for Successful Cognitive Developmental Science in Educational Settings: The Case of Executive Functions

Ellefson, Michelle R.; Baker, Sara; Gibson, Jenny

doi:10.1080/15248372.2018.1551219

Cited by 9 publications

(15 citation statements)

References 37 publications

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“…In addition to paying attention to the specific timing, location, and medium for connecting with parents, public engagement events can potentially boost parental engagement with research studies more generally (Ellefson et al, 2018). These events provide parents an opportunity to see how the intervention takes place and more importantly to understand the rationale behind its design.…”

Section: Supporting Parental Engagementmentioning

confidence: 99%

“…Parents could be provided information leaflets that briefly explain the rationale behind the design of the intervention so they can better comprehend the evidence base supporting the study being conducted. Additionally, when researchers participate in public engagement activities, it helps to foster relationships in the local area for the short-and longterm, and can further serve to dissipate potential mistrust that participants may have with the research process (Ellard-Gray et al, 2015;Ellefson et al, 2018).…”

Section: Supporting Parental Engagementmentioning

confidence: 99%

“…The school administration and the teachers noted that these sessions were helpful for clarifying any misunderstandings or queries that they had about the revised data protection laws and simultaneously supported their professional development. This example highlights the importance of staying abreast on government policies and how they impact the manner by which studies are carried out (Ellefson et al, 2018).…”

Section: Overcoming Recruitment Barriersmentioning

confidence: 99%

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School-based intervention studies: Handling real-world practicalities and problems

Paes¹,

Ellefson²

2022

Preprint

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There is a need for more evidence-based research in education and research involving the use of randomized control trials (RCTs) to examine the efficacy of interventions. However, the difficulty of conducting interventional research in educational settings is often less acknowledged. This article provides practical examples of the issues encountered when implementing a cognitive science informed intervention and the solutions that were successfully implemented. This article will also highlight the importance of designing a multifaceted intervention while considering the cost of the intervention itself, especially when working with hard-to-reach families. It is helpful to make use of existing classroom resources in the intervention to lower costs. Additionally, being consistent and attentive to the developmental stage of the children and supporting parental engagement are two aspects that are crucial to the implementation of the intervention. Researchers would benefit from conducting workshops and public engagement events and can use these opportunities to provide practical strategies about how to support the development of children’s skills in the home environment. In-person interactions are key as parents can ask any questions that they may have, and it can help to dispel any mistrust that they may have with the research process. The article also provides suggestions for building the researcher-practitioner relationship from study onset, including being flexible and accommodating towards the changes in the school context and communicating effectively with teachers. Lastly, the article outlines the benefit of using scaffolding, positive reinforcement, and play-based learning over the course of the intervention to support child outcomes.

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Section: Supporting Parental Engagementmentioning

confidence: 99%

Section: Supporting Parental Engagementmentioning

confidence: 99%

Section: Overcoming Recruitment Barriersmentioning

confidence: 99%

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School-based intervention studies: Handling real-world practicalities and problems

Paes¹,

Ellefson²

2022

Preprint

Self Cite

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“…From a theoretical process, the decision-making practice could be seen as a constant cycle incorporated into contact with the environment while from a conceptual point of view, the identification of specific judgments involves the essence of decision-making and justification and the relativistic option that corresponds to it [55], [56]. At yet another stage, it could be seen as a problem-solving operation that concludes when a suitable result is obtained [57], [58]. Thus, decision-making is a logical or psychological mechanism that can be negative or positive and therefore can be founded on clear premises or implicit expectations [59]- [61].…”

Section: Significant Relationship Between Academic Leaders' Executive Functions and Management Efficacymentioning

confidence: 99%

Establishing a nexus between executive functions and management efficacy of academic leaders

Gabatino

Afalla

2021

IJERE

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Executive functions enable an individual to initiate and stop actions, track and modify behavior, and plan imminent behavior when faced with specific tasks and circumstances. This study, therefore, identified a connection between the executive functions and management efficacy of academic leaders of a State University in the Philippines. The Behavior Rating Inventory of Executive Function-Adult Version was used in a correlation analysis to gauge the executive functions of academic leaders and a researcher-made questionnaire was administered to determine their management efficacy. The study was conducted using t-scores, means, and Pearson r. The stronger the potential of academic leaders to carry out their management skills, the more their emotional regulation leans towards the borderline. As academic leaders' management skills become remarkable, the more they are predisposed to functioning on their own initiative and can control their actions in the light of the circumstances. Further, when academic leaders normally conduct change, self-monitoring, initiation, planning/organization, and task monitoring functions, they exemplify outstanding performance in their communication skills, adaptability, interpersonal relationships, and initiative, and imagination. But when their working memory, cognitive control, inhibition, and arrangement of materials is at the borderline, better interpersonal relationships, decision-making and judgment, and initiative and imagination are achieved.

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“…Notwithstanding the wide disciplinary scope represented in the PEDAL team, it is a reasonable characterisation that most of our research falls within a (post)positivist research paradigm, drawing on elements of the scientific method. This includes observation and (quasi)experimentation in the service of generation, testing and refinement of theory (Ellefson, Baker, & Gibson, 2019). That is to say, our studies tend to assume that there is some objective reality about play and we try to adopt methods that reduce bias in our understanding of playful phenomena.…”

Section: Attempting Valid and Reliable Measurement Of Playmentioning

confidence: 99%

Introducing the Play in Education, Development and Learning (PEDAL) Research Centre

Zhao

Kulkarni

Gibson

et al. 2019

International Journal of Play

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This paper provides an overview of the work being conducted at the Play in Education, Development and Learning (PEDAL) Research Centre, based in the Faculty of Education, University of Cambridge, UK. PEDAL has three main aims, (1) To conduct worldclass research, (2) To build capacity in play research and (3) To influence policy and practice. The present paper provides an overview of the history and rationale for PEDAL, followed by some detailed examples of the foci of its work. Exemplar research is presented on the theme of 'Measuring Play'; an endeavour that is common to many of the different research projects led by PEDAL investigators and Ph.D. students.

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Lessons for Successful Cognitive Developmental Science in Educational Settings: The Case of Executive Functions

Cited by 9 publications

References 37 publications

School-based intervention studies: Handling real-world practicalities and problems

School-based intervention studies: Handling real-world practicalities and problems

Establishing a nexus between executive functions and management efficacy of academic leaders

Introducing the Play in Education, Development and Learning (PEDAL) Research Centre

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