Teaching for successful intelligence raises school achievement

Phi Delta Kappan

Volumn 79, Issue 9, 1998, Pages 667-669

  Sternberg, Robert J ^a   Torff, Bruce ^b   Grigorenko, Elena ^c  

^a YALE UNIVERSITY   (United States)

^b HOFSTRA UNIVERSITY   (United States)

^c YALE UNIVERSITY SCHOOL OF MEDICINE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0009538480     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (8)

1. Howard Gardner, Frames of Mind: The Theory of Multiple Intelligences (New York: Basic Books, 1983);
2. Robert J. Sternberg, Beyond I.Q.: A Triarchic Theory of Human Intelligence (New York: Cambridge University Press, 1985);
3. and idem, Successful Intelligence (New York: Plume, 1997).
4. Sternberg, Successful Intelligence.
5. For a number of examples, see Robert J. Sternberg, "What Does It Mean to Be Smart?," Educational Leadership, March 1997, pp. 20-24;
6. and Robert J. Sternberg and Louise Spear-Swerling, Teaching for Thinking (Washington, D.C.: American Psychological Association, 1996).
7. For detailed statistical analyses, see Robert J. Sternberg, Bruce Torff, and Elena L. Grigorenko, "Teaching Triarchically Improves School Achievement," Journal of Educational Psychology, in press, upon which this summary is based.
8. Robert J. Sternberg et al., "Identification, Instruction, and Assessment of Gifted Children: A Construct Validation of a Triarchic Model," Gifted Child Quarterly, vol. 40, 1996, pp. 129-37.