References

Meets WWC standards

Barnett, W., Jung, K.,Yarosz, D., Thomas, J., Hornbeck, A., Stechuk, R., & Burns, S. (2008). Educational effects of the Tools of the Mind Curriculum: a randomized trial. Early Childhood Research Quarterly, 23(3), 299–313.

Did not meet WWC evidence standards

Bodrova, E., & Leong, D. J. (2002). Tools of the Mind research project: implementation of Vygotskian principles of development and learning in an early childhood literacy program. [Unpublished manuscript]. Denver, CO: Mid-continent Research for Education and Learning. This study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.

Bodrova, E., Leong, D. J., & Semenov, D. (1997). Tools of the Mind end of the year report. Denver, CO: Metropolitan State College of Denver, ECE project. This study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.

Diamond, A., Barnett, S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318(30), 1387–88. This study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.

Did not meet WWC eligibility screens for Tools of the Mind

Bodrova, E., & Leong, D. J. (2001). Tools of the Mind: a case study of implementing the Vygotskian approach in American early childhood and primary classrooms (Innodata monographs 7). Geneva: International Bureau of Education. Retrieved from http://www.ibe.unesco.org. The study is ineligible for review because it does not provide enough information to assess whether it meets standards.

Bodrova, E., Leong, D. J., & Semenov, D. (1997). Tools of the Mind end of the year report, Adams School District 50. Denver, CO: Metropolitan State College of Denver. The study is ineligible for review because it does not use a sample within the age or grade range specified in the protocol.

Copple, C. (2003). Fostering young children's representation, planning, and reflection: a focus in three current early childhood models. Journal of Applied Developmental Psychology, 24(6), 763. This study is ineligible for review because it does not examine the effectiveness of an intervention.

Grigorenko, E. L. (1998). Mastering tools of the mind in school (trying out Vygotsky’s ideas in classrooms). In R. J. Sternberg, & W. M. Williams (Eds.), Intelligence, Instruction, and Assessment: Theory into Practice (pp. 201–231). Mahwah, NJ: Lawrence Erlbaum Associates. This study is ineligible for review because it does not examine the effectiveness of an intervention.

Hyson, M. (2008). Enthusiastic and engaged learners: approaches to learning in the Early Childhood Classroom. New York: Teacher College Press and Washington, DC: NAEYC. This study is ineligible for review because it does not examine the effectiveness of an intervention.

Hyson, M., Copple, C., & Jones, J. (2006). Early childhood development and education. In K. A. Renninger, I. E. Sigel, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 4. Child psychology in practice (pp. 3–47). Hoboken, NJ: John Wiley & Sons, Inc. This study is ineligible for review because it does not examine the effectiveness of an intervention.

Zigler, E. F., & Bishop-Josef, S. J. (1996). The cognitive child vs. the whole child: lessons from 40 years of Head Start. In D. G. Singer, R. Golinkoff, & K. Hirsh-Pasek (Eds.), Play = learning: how play motivates and enhances children’s cognitive and social-emotional growth. New York: Oxford University Press. This study is ineligible for review because it does not examine the effectiveness of an intervention.

For more information about specific studies and WWC calculations, please see the WWC Tools of the Mind Technical Appendices.