Schools overwhelmingly reward executive styles and confuse style with level of intellect¶

Claim · All claims
Evidence · 1 study · theoretical r? · q1
Currency · newest study 1990 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 1995: baselines and conditions change
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Schools favor certain intellectual styles over others and often mistake style for ability level, rewarding children who work within existing rule systems. → Presseisen 1990

Evidence¶

Presseisen 1990¶

Presseisen, Barbara Z.; Sternberg, Robert J.; Fischer, Kurt W.; Knight, Catharine C.; Feuerstein, Reuven. (1990). Learning and Thinking Styles: Classroom Interaction. National Education Association. https://eric.ed.gov/?id=ED327322

q1 · i? · no source text available to check; the entry prints no effect size · theoretical · r?

The author's interpretive analysis in the classroom implications section of Sternberg's chapter; no empirical data are reported for this assertion. It states that "schools most reward executive types children who work within existing rule systems."

"On the whole schools most reward executive types children who work within existing rule systems andseek the rewards that the schools value."

Discussion¶

Related Claims¶

• Intellectual style is a way of directing intelligence, not a level of it — a broader claim this one bears on
• Intellectual styles are partly socialized and therefore modifiable to some degree — related