Recently Published Articles & Research
MINDSETS, ESSENTIAL SKILLS, & HABITS (MESH) HIGHLIGHTS
How to Talk with Kids about Terrible Things
NPR Ed – Cory Turner, February 18, 2018
Resources for Talking and Teaching about the School Shooting in Florida
The New York Times – Natalie Proulx and Katherine Schulten, February 15, 2018
CTE and Non-Cognitive Skills: A Match Made in Heaven?
Thomas B. Fordham Institute – Jessica Polner, February 16, 2018
MESH IN PRACTICE
Recent Shootings Can Make Going to School Seem Scary, but There Are Ways to Help Kids Cope
Los Angeles Times – Sonali Kohli, February 16, 2018
Mattituck School District’s Wellness Center to Focus on Mindfulness
The Suffolk Times – Nicole Smith, February 15, 2018
One Quick Thing
Edutopia – Brooke MacKenzie, February 13, 2018
This School Focuses on Teaching Students Happiness, Not Math
Fast Company – Adele Peters, February 13, 2018
MESH IN EDUCATION POLICY
8 Critical Issues Facing Education in 2018
Education Week – Peter DeWitt, February 15, 2018
ESSA’s Success (or Failure) Is Up to All of Us
Education Week – June Atkinson & Dale Chu, February 13, 2018
MESH IN RESEARCH & MEASUREMENT
How Executive Control Predicts Early Reading Development
Written Language & Literacy – Eva van de Sande, Eliane Segers, and Ludo Verhoeven, February 9, 2018
Abstract: Attentional and action control are two levels of executive control that are essential to early reading development. Together these levels enable the construction and monitoring of cognitive representations and of efficient task-behavior, which are both necessary to benefit from reading instruction. The longitudinal and unique contributions of this internal and external level of executive control to early reading are still unclear. We therefore examined how these control capacities facilitate reading development from kindergarten to second-grade. Attentional and action control and multiple early reading skills were assessed at all three time points. Structural Equation Modeling showed a mediation effect for attentional control and an indirect effect for action control to subsequent reading skills via the contributions to the precursor of phonological awareness. From these results it can be concluded that both types uniquely allowed for the emergence of kindergarten preliteracy skills, which in turn provided children with a better starting point for reading development in first- and second-grade.
Examining the Association between Executive Functions and Developmental Domains of Low-Income Children in the United States and Turkey
Psychological Reports – Mubeccel Gonen, Tulin Guler-Yildiz, Ayca Ulker-Erdem, Aileen Garcia, Helen Raikes, Ibrahim H. Acar, Feyza Ozkan-Yildiz, Ipek Karlidag, Sukran Ucus, and Dawn L. Davis, February 13, 2018
Abstract: This study examined the relations between executive functions and developmental domains of preschool children from low-income families through an intercultural perspective in the U.S. and Turkey. A total of 471 children and their primary caregivers participated in the Turkey part of the study, while 286 children and their parents engaged in U.S. sample. Regression analyses revealed that fine motor, problem solving, and executive functions of children between two contexts were significantly different from each other. In the U.S., executive functions predicted communication, problem solving, and fine motor development, whereas in the Turkish sample, executive functions did not predict domain scores. Child gender predicted four of five developmental outcomes in the U.S., whereas maternal education predicted two of five outcomes in Turkey. In addition, invariance testing demonstrated that predictors to outcomes were not significantly different between the two countries. Country differences from the first set of outcomes were explained in the context of the research sites, children’s socialization, and cultural expectations surrounding child development. This study raises questions about relations between executive functions and developmental domains for future research.
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