Campus Location
Abilene Campus
Date of Award
Spring 5-10-2024
Document Type
Manuscript
Department
Teacher Education
Degree Name
Master of Education in Teaching and Learning
First Advisor
Dana Mayhall
Second Advisor
Andrew Huddleston
Abstract
The SMARTS executive functioning curriculum explicitly teaches executive functioning skills to students within a classroom setting. The purpose of this study was to explore what happened when the SMARTS executive functioning curriculum was implemented into a single fourth-grade classroom. This study specifically investigated perceptions of the SMARTS executive functioning curriculum. The participants of this study included 20 fourth-grade students, the classroom teacher, and the elementary school principal. The researcher used a survey, observations, and interviews to compile data. The qualitative data was analyzed using the constant comparative method, and the quantitative data from the student survey was analyzed using descriptive statistics. The data revealed four major themes: positive feelings towards the curriculum, perceptions of student improvements, room for growth, and students lack necessary skills.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Curry, Rebekah, "A Study on the SMARTS Executive Functioning Curriculum: Explicitly Teaching Executive Functioning Skills in a Fourth-Grade Classroom" (2024). Masters of Education in Teaching and Learning. 78.
https://digitalcommons.acu.edu/metl/78