School-Based Tests of the Triarchic Theory of Intelligence: Three Settings, Three Samples, Three Syllabi

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.