Mennie Scapens and Deborah Fraser pull together a review of the literature on MI theory and examine the extent to which its applications have been found to be associated with improved student outcomes and other positive changes in the secondary school setting, and to ascertain the reasons why the theory, which has found such a ready audience among primary school educators, has had a very limited impact on secondary schools.
At the heart of MI theory is the belief that each individual has a rich and differentiated mind; that no two persons have exactly the same cognitive configuration; and that education is most likely to be successful if it pays attention to these individual differences in the course of fashioning curriculum, pedagogy, and assessment.
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