Practical Intelligence for School: Developing Metacognitive Sources of Achievement in Adolescence.

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Social Comparison in the Classroom: A Review (2008, background): “In so doing, teachers may encourage so-called practical intelligence for school (Gardner, Krechevsky, Sternberg, & Okagaki, 1994; Williams et al., 2002), which refers to students’ understanding of and ability to appropriately respond to the demands of the school environment.”
Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes (2010, background): “Theory on children's cognitive and language development highlights the importance of learning facts in a meaningful, interconnected way (Bransford, Brown, & Cocking, 1999) and, through scaffolding, from simpler to more complex concepts ( Vygotsky, 1991 ), with a consistent emphasis on understanding ”
Metacognition Needed: Teaching Middle and High School Students to Develop Strategic Learning Skills (2009, background): “Researchers have noted that less proficient learners make the greatest gains when metacognitive instruction is part of their classroom instruction, yet these students need the most support (Williams et al., 2002).”
Infants Determine Others' Focus of Attention by Pragmatics and Exclusion (2006, background): “For these reasons, there is considerable contemporary interest in the development of executive processes and their influence on academic performance ( Williams et al., 2002 ).”