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Research For Better Schools (RBS), based in Philadelphia, Pa., is a United States government-funded laboratory for staff develop- ment and resources. Barbara Presseisen, director of RBS' national networking, ex- plains, "We are trying to teach teachers to be better teachers of thinking." RBS, one of eight such labs in the country, assists schools in the practical application of re- search knowledge. Ms. Presseisen directs a network that reaches all 50 states, and works closely with educators and psychologists. RBS staff members imple- ment the findings of research studies by developing mater- ials for hands-on use. The premise is that if teachers teach better, students will learn better. Higher student achieve- ment is also the goal of Mary- land School Performance, a state-funded project that is part of the RBS network. Jay McTighe, coordinator of this statewide reorganization pro- ject, says, "There is an in- creasing need to realize that we are an information age, shifting away from industry and towards a more informa- tion-oriented society." More sophisticated thinking skills must be cultivated among students or they will not be productive members of this new society, adds Mr. Mc- Tighe, a former teacher who now works in the Maryland State Department of Educa- tion's gifted and talented program. Mr. McTighe contends that the old IQ theory is outmod- ed and basic skills taught 20 years ago are outdated. Like Dr. Gardner, Mr. McTighe seeks change in three areas of education: curriculum, in- struction and assessment. "I believe that standardized tests sometimes influence in- struction the wrong way," Mr. McTighe says. They are used, he believes, because they are easy to score and non- controversial but they, don't assess what is really impor- tant — the application of con- ceptual knowledge to current times. Maryland School Perfor- mance focuses on alternative assessment practices. "We want to develop tests that stimulate student thinking and application of knowl- edge," Mr. McTighe explains. This past summer, the project held a series of workshops to inform teachers about its goals, in preparation for the Maryland School Improve- ment Program being in- troduced into school systems this fall. The Program will present new ways to assess student performance and ac- countability of educators, ac- cording to Mr. McTighe. The project will also sponsor a con- ference in Baltimore this December at which Dr. Gard- ner will be the keynote speaker. Another project that is tied into and strongly influenced by Dr. Gardner's MI Theory is The Key School in Indian- apolis, Ind. The Key School opened in 1987 with 150 rac- ially and ethnically diverse students chosen by lottery to take part in a unique educa- tional experiment. Eight teachers, proponents of the MI Theory, initiated and de- veloped the school, which in- tegrates into the environment Dr. Gardner's seven intelli- gences concept. Principal Pat Balanos says, "Our program is so rich. Children are lear- ning without our placing pri- Many educators are responding to the research that the old IQ theory is outdated. A nationwide educational reform movement centers on higher student achievement. mary emphasis on teaching these particular skills." The school has much stu- dent-to-student and teacher- to-student interaction. There are cross-aged groupings which offer a more consistent development of interpersonal relationships. Mrs. Balanos explains that through this interdisciplinary team ap- proach, the school is fostering cooperative group learning. After three years of operation, Mrs. Balanos contends that the students' favorable test results demonstrate the school's approach succeeds. The Key School is part of a nationwide network of schools that is redesigning the educational environment. Another member of this net- work is the Coalition of Es- sential Schools, based in Pro- vidence, R.I. and chaired by Ted Sizer, professor of educa- tion at Brown University and former dean of the Harvard