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I am editing a forthcoming book in the field, written by a teacher who earnestly believes in MI. Evaluating this teacher's data, his approach is clearly working

I am editing a forthcoming book in the field, written by a teacher who earnestly believes in MI. Evaluating this teacher's data, his approach is clearly working for his students, but I think because of better engagement, more individual attention, and more interdisciplinary projects. Ultimately, I think we're cutting most of the MI stuff from the book as unsupported, although he will cite Gardner as inspiration. The data I've looked at is more consistent with variation in subject performance primarily correlating with interest and personality, rather than MI.

lhnz 15y ago
> is more consistent with variation in subject performance primarily correlating with interest and personality My hunch and opinion is that this is correct, too. ;) Also, it all kind of reminds me of the Pygmalion effect[1]. Other people tell us what we're good and bad at and then we run with it... [1] http://en.wikipedia.org/wiki/Pygmalion_effect http://en.wikipedia.org/wiki/Pygmalion_effect