School-Based Tests of the Triarchic Theory of Intelligence: Three Settings,Three Samples,Three Syllabi |
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| Institution: | 1. Yale University;2. Moscow State University, Moscow, Russia;3. Yale University;1. Department of Family Medicine, Siaal Research Center for Family Medicine and Primary Care, Faculty of Health Sciences, Ben-Gurion University of the Negev, P.O. Box 653, Beer-Sheva 84105, Israel;2. Yasski Clinic, Comprehensive Geriatric Assessment Unit, Clalit Health Services, 24 King David St., Beer-Sheva 84541, Israel;3. Unit for Community Geriatrics, Division of Health in the Community, Ben-Gurion University of the Negev, P.O. Box 653, Beer-Sheva, Israel;4. Clalit Health Services, Southern District, KENYON HANEGEV Towers, 3rd floor, Beer-Sheva, Israel;1. Department of Medicine, Monash University, Clayton, VIC 3800, Australia;2. Centre for Translational Neuroscience and Mental Health, Newcastle, NSW, Australia;3. Department of Optometry and Vision Sciences, University of Melbourne, Parkville, VIC, Australia;1. Working Group of Institutional and Behavioural Economics, Leibniz Center for Tropical Marine Ecology (ZMT) & School of Humanities and Social Sciences Jacobs University, Fahrenheitstrasse 6, 28359 Bremen, Germany;2. Universität Innsbruck, Institut für Finanzwissenschaft, Universitätsstrasse 15, A-6020 Innsbruck, Austria |
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| Abstract: | Three studies were conducted at the middle and high school levels to assess the effectiveness of triarchically based instruction and assessment—which emphasizes analytical, creative, and practical thinking and learning skills as well as memory-oriented skills—to conventional instruction and assessment. Interventions emphasized reading in the context of instruction in language arts, math, physical sciences, social sciences, history, foreign languages, and the arts. There were 809 fifth-grade students in Study 1, 62 middle school students in Study 2, and 432 high school students in Study 3. Almost all students were from relatively lower socioeconomic status (SES) backgrounds, and they were highly diverse in terms of ethnic background. In all studies, triarchic instruction was more effective than conventional instruction in improving student reading achievement. |
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