Intelligence, Instruction, and Assessment: Theory Into Practice, 1st Edition (Paperback) book cover

Intelligence, Instruction, and Assessment

Theory Into Practice, 1st Edition

Edited by Robert J. Sternberg, Wendy M. Williams


256 pages

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Paperback: 9780805825114
pub: 1998-07-01
Hardback: 9780805825107
pub: 1998-07-01
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eBook (VitalSource) : 9781410603463
pub: 1998-07-01
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Intelligence, Instruction, and Assessment shows how modern theories of intelligence can be directly applied by educators to the teaching of subject matter, regardless of the age of the students or the content being taught. It is intended primarily for teachers at all levels--elementary, secondary, tertiary--who want to apply in their classrooms what we know about intelligence. The focus is not on modifying students' intelligence, per se, but on increasing their disciplinary knowledge and understanding. Hence, this book will help teachers learn how they can teach more effectively what they are already teaching. The assumption is that what teachers care most about is how they can improve upon what they are already doing, and how they can learn what they need to do in order to be more effective in their work.

The contributors are well known for their work on intelligence and education. Each chapter includes an accessible explanation of the author's theory of intelligence, and discusses the implications of that theory both for instruction and for assessment. The book is international in scope, reflecting both American and European perspectives.

Anyone interested in knowing how modern theories of intelligence can be applied to education will want to read this book--particularly teachers and other education specialists, as well as developmental psychologists, cognitive psychologists, and philosophers with an interest in applying psychological theory to classroom practice. It will serve well as a text for courses on educational psychology, intelligence, cognition and instruction, and foundations of teaching.


"I enjoyed reading the book, finding much in it to like and from which to learn….The book contains a great deal of information and food for thought that will be of interest and of use to many readers…[who] will definitely want to read it, and will find it, I think, a useful resource."

Contemporary Psychology

"…the contents of the book, both theoretical and practical, are often highly relevant to work with the gifted and talented….I recommend the book to teachers of the gifted, and to those who teach them."

High Ability Studies

Table of Contents

Contents: Preface. R.J. Sternberg, Applying the Triarchic Theory of Human Intelligence in the Classroom. M. Krechevsky, S. Seidel, Minds at Work: Applying Multiple Intelligences in the Classroom. R.C. Schank, D.M. Joseph, Intelligent Schooling. H.L. Goodrich Andrade, D.N. Perkins, Learnable Intelligence and Intelligent Learning. J. Parziale, K.W. Fischer, The Practical Use of Skill Theory in Classrooms. A.R. Jensen, The g Factor and the Design of Education. J. Baron, Intelligent Thinking and the Reflective Essay. A. Demetriou, N. Valanides, A Three-Level Theory of the Developing Mind: Basic Principles and Implications for Instruction and Assessment. E.L. Grigorenko, Mastering Tools of the Mind in School (Trying Out Vygotsky's Ideas in Classrooms).

About the Series

Educational Psychology Series

This series has several goals:

  • to present the most significant contemporary theory and research on psychology as it is applied to education at all levels – elementary; secondary, and tertiary;
  • to present this research in a way that is relevant and accessible to both psychologists and educators;
  • to explore new ideas in instruction and assessment that are grounded in theory and tested in classrooms;
  • to inform and influence educational policy through the establishment of a solid base of theory and research rather than through the fads and fashions that come and go with the times but that have no base in the psychology of instruction;
  • to achieve further integration in the perspectives of education and psychology, as well as to draw together various fields of psychology in order to capitalize on their potential contributions to educational outcomes;
  • to explore notions of school reform that are linked to our knowledge about students’ learning, thinking, and motivation; and
  • to disseminate ideas from around the world, including Europe, Asia, and Africa, as well as the Americas.


This series will publish monographs and edited books that advance these goals through new and innovative contributions to educational psychology. Edited books must have a sense of coherence, contain unifying introductory and concluding chapters, and be internally consistent in scope and level of writing.

Potential authors and volume editors are encouraged to take risks and to explore with the series editors nontraditional points of vie wand methodologies. Interdisciplinary contributions involving theory and methodology from diverse fields, such as computer science, philosophy, linguistics, anthropology, and neuroscience, are especially welcome, but all contributions must be readable and interesting to psychologists and educators of varying backgrounds. Authors and editors from all around the world are encouraged to submit proposals.

Examples of topics that would be of interest include, but are not limited to, creative techniques for instruction, nontraditional forms of assessment, student learning, student motivation, organizational structure and climate, teacher education, new conceptions of abilities and achievement, analyses of cognitive structures and representations in various disciplines, expertise in teaching and administration, use of technology in the schools, at-risk children, adult education, and styles of learning and thinking.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Educational Psychology