Effect of the Advancement via Individual Determination (AVID) Program on Middle Level Students' Executive Function

Autor/inn/en	Wilson, Robin; Sulak, Tracey; Bagby, Janet
Titel	Effect of the Advancement via Individual Determination (AVID) Program on Middle Level Students' Executive Function
Quelle	In: RMLE Online: Research in Middle Level Education, 44 (2021) 8, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
DOI	10.1080/19404476.2021.1972203
Schlagwörter	Self Determination; Program Effectiveness; Middle School Students; Executive Function; Inquiry; Active Learning; Student Centered Learning; Grade 7; Student Behavior; Texas + Suchen Sie Ihr Suchwort? Selbstbestimmung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Aktives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; School year 07; 7. Schuljahr; Schuljahr 07; Student behaviour; Schülerverhalten
Abstract	The current research investigated the impact of Advancement via Individual Determination (AVID) on middle level students' executive function skills. AVID uses inquiry-based and student-centered instruction to close the opportunity gap in college attendance and degree attainment for underrepresented demographic groups. With AVID, teachers inspire students to take control of their learning. This study analyzed AVID elective class students (the intervention group) and a comparison group utilizing the Behavior Rating Inventory of Executive Function (BRIEF2) Teacher Form. Each group's science teacher completed a pre-and post-survey to measure the participants' individual BRIEF2 Behavior Regulation Index (BRI) and Cognitive Regulation Index (CRI). A multiple regression analysis was used to measure the change in the BRI and CRI from fall to spring. The findings indicate the AVID participants' BRI and CRI indexes were significantly different from the comparison group following the implementation of the intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01