The researcher obtained the existing executive function curriculum used by the school district and conducted a review. Primary and elementary school teachers from the selected district were asked to participate in a Qualtrics survey to collect qualitative data about the perceived impact of the curriculum on their understanding of executive functions and their classroom practices. Based upon the data collected, analyzed, and interpreted, recommendations were made regarding the use of the existing executive function professional development curriculum to enhance skill development in students.

1. How do teachers in a rural K-12 school district located in the northeastern United States perceive the impact of the existing curriculum on their understanding of executive functions and their classroom practices?

2. To what extent does the existing curriculum reflect current research in executive functions and brain development?

3. To what extent does the existing curriculum utilize elements of effective teacher professional development and adult learning?

Conceptually the researcher framed the literature review around three topics: research on executive functions, adult learning theory, and teacher professional development.

∙ Understanding the perceptions of teachers regarding professional development and application of knowledge   and skill obtained regarding executive function​

Research Perspective​

∙ Limited research connecting executive functions and professional development​

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·      Continued review of course content materials to make sure the most current research is available to participants.  Utilization of local experts on the topic of executive function and brain development/neuroplasticity.

·      Provide videos of model classrooms in the community that utilize best practices in the development of executive functions in students.  The opportunity for participants to see interventions in action with a student population like theirs will allow them to see how such actions would work in their classroom.

·      Create a repository of interventions used with students for the teachers to draw upon in their classroom and a reflection sheet for those interventions to guide next steps for teachers.

·     Develop a website for the course or employ a learning management system to store materials for the course and provide a way to communicate with the instructor and other participants.

·      Develop a continuing education program for teachers after the course is completed.

·      Provide choice and differentiated learning opportunities

·      Continuous and on going

·      Aligned to teacher licensing requirements

·      Applies to classroom practices

·      Collaborative environment

·      Experiential

·      Employs adult learning theory and principles

·      Impact of an executive function professional development that is provided during the academic school year

·      Perceptions of middle school and high school teachers on student executive function skills

·      Surveying teachers regarding their understanding of neuroplasticity
·    A comparative analysis between multiple executive function teacher professional development 
·    Evaluate change in practice through student performance pre and post professional development
· Obtain participant portfolios from professional development course to collect data around teacher understanding and application

Adult Learning Theory is the basic concept of behavioral change and experience as it applies to adults engaged in learning (Merriam & Bierema, 2014).

Executive Functions are the cognitive (conscious) skills—inhibition, working memory, shifting, and planning—used to control or organize mental activities that allow individuals to focus, remember details, and execute multiple tasks within a timeline (Dawson & Guare, 2009; Zelazo, Blair, & Willoughby, 2017).

Development Progression of Executive Function Skills begins in infancy and continues until adulthood (Weiland, Barata, & Yoshikawa, 2014).  Working memory, inhibition, shifting, and planning are substantially developed during the elementary years of school (Best & Miller, 2010; Best, Miller, & Jones, 2009)

Digital Native is a person who grows up with technology; their life is fully integrated in the digital world (Prensky, 2001).

Digital Immigrant is a person born before the digital boom who adopts technology later than childhood (Prensky, 2001).

Online Learning Module is a short course of study presented in an exclusively online manner (Brown & Neal, 2013).

Teacher Preparation is the program of educational study developed to prepare students to meet requirements for licensure to teach (Luera, Duran, & Fossum, 2007).

Neuroplasticity is the ability of the brain to mature, change structurally and functionally, due to experience and to adapt after injury (Ismail, Fatemi, & Johnston, 2017).

Professional Development is facilitated learning to advance skills used in the practice of teaching (Glazer, Hannafin, Polly, & Rich, 2009).

Prefrontal cortex (PFC) is the region of the brain responsible for planning, organization, and regulation of cognition and behavior (Best et al., 2009) 

Another limitation was the teachers’ beliefs about professional development and their knowledge of executive functions.  Traditional professional development practices of reactive fixes, such as remedial content instruction or behavior management, can be a turn off for teachers, creating a negative perception.  Teachers may feel that they are already knowledgeable about executive function, and, therefore, do not need to participate in professional development.  The final limitation is the researcher’s mental model and beliefs regarding teacher professional development.  The researcher was also a peer to several of the primary and elementary school teachers, and her children attended the district primary and elementary schools.