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2 references
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- Vol 4 RE: Chapter 3
executive functionsinhibitory controlworking memorycognitive flexibilityprefrontal developmentcognitive trainingemotional wellbeingJournal article Evidence summaryAt a glance
Diamond reviews executive functions, the control processes that enable goal-directed thought and action. Three core functions are inhibitory control, which supports resisting impulses and selective attention; working memory, which keeps and manipulates information; and cognitive flexibility, which permits switching perspectives or strategies.
Key ideas
Higher-order reasoning, planning, and problem solving build on these foundations. Executive functions depend substantially on prefrontal systems, develop through childhood into early adulthood, and are sensitive to stress, sleep, loneliness, physical health, and emotional state. They predict important academic and life outcomes but are trainable to some extent. Programmes show the greatest benefits for learners with weaker initial skills, and gains require repeated challenge and practice; narrow training may not transfer broadly.
Why it matters
Diamond highlights approaches combining cognitive challenge with movement, play, mindfulness, arts, or supportive social participation. Educationally, the review favours safe relationships, manageable challenge, active practice, and attention to physical and emotional wellbeing rather than expecting executive control to improve through decontextualised drills alone.
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- Vol 6 RE: Chapters 1, 2, 5, 9, 10, 11, 14, App D
whole-system improvementsocial intelligencemachine intelligenceeducational equitysystemnesscollective responsibilitywellbeingshared accountabilityReport Evidence summaryAt a glance
Fullan proposes four mutually reinforcing “right drivers” for whole-system educational improvement, each contrasted with a dominant but inadequate alternative. Wellbeing and learning should be pursued together rather than subordinating broad development to an academic obsession.
Key ideas
Social intelligence—people learning and acting collectively—should complement and guide machine intelligence. Equality investments should replace austerity and unequal access to capability-building resources. Systemness, in which participants identify with and improve the whole, should counter fragmentation and isolated competition. The drivers are not separate initiatives or a checklist; their value lies in reciprocal interaction and coordinated action across schools, communities, and policy levels. Fullan argues that accountability, technology, and academic goals are not rejected, but become productive when positioned within relationships, equity, learning, and shared responsibility.
Why it matters
Written amid COVID-19 disruption, the report frames crisis as an opening for transformation while acknowledging that implementation requires sustained capacity, local participation, and learning. It offers a strategic argument rather than controlled evidence that the complete framework causes system success.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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