The report cites research evidence that students exposed to authentic intellectual challenges are more engaged than students given conventional schoolwork¶

Claim · All claims
Evidence · 1 study · associational r1 · q1
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Students exposed to authentic intellectual challenges are more engaged in their schoolwork than students exposed to more conventional schoolwork. → Newmann 1998

Evidence¶

Newmann 1998¶

Newmann, F. M., Lopez, G., & Bryk, A. S. (1998). The Quality of Intellectual Work in Chicago Schools: A Baseline Report. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/quality-intellectual-work-chicago-schools-baseline-report

q1 · i? · associational · r1

The report asserts, in its rationale section, that research evidence supports greater engagement under authentic intellectual challenges; it cites no specific study, design, or effect size in the text provided, so this is an untested second-hand assertion.

"Research evidence indicates that students exposed to authentic intellectual challenges are more engaged in their schoolwork than students exposed to more conventional schoolwork."

Discussion¶

Related Claims¶

• Chicago classrooms with high-quality authentic intellectual assignments showed greater one-year ITBS gains than classrooms with low-quality assignments — the general claim this finding bears on, with the studies behind it
• Instruction organized to promote authentic intellectual work was associated with more complex student thinking and greater standardized test gains — related
• Intellectually Ambitious Instruction Is Associated with Improved Student Learning Across Populations — related
• In a purposive sample of Chicago schools, both high- and low-prior-achieving students who received more intellectually demanding assignments made larger test-score gains — related