At first the article seemed quite long. Then I realized that rather than reading a menu for, say, a seven course meal, I was reading something more along the lines of a dietary analysis, in which case it is amazingly concise. And like a dietary consideration provides reference points for local consideration of nutrition and the variables.
"Samples of student work from Scarsdale and other nations collected through the initiative suggested that differences in performance may be more about style than quality. Also, evidence of critical and creative
thinking seemed to be associated with activities where students collaborated and constructed their own knowledge, demonstrated their learning in authentic settings, and reflected on their own learning."
"... differences in performance may be more about style than quality..." I would submit that the word 'style' is perhaps insufficient for what is being discussed. A style is the result of something(s) preexisting, arguably a nascent method(ology) for being in the world. The method of a youngster attempting to cope with an environment of abuse and consequences of that environment not recognizing collaboration and nurturing is different from one whose environment does. I immediately think of the abusive environment in Ferguson and the writer's scope of consideration of community.
When I was growing up there was a snide class-oriented attitude toward teachers expressed in "Those who can't [implying 'achieve' in the ego sense], teach". Over time I have come to appreciate what I can only describe as common qualities of the teachers who made the greatest impressions in my life. Their 'styles' varied, but they shared a deep seated respect and overview born of experience both personal and professional, with a capacity to be present with me, to sound out the points of ignorance and confusion, and through them, pace their presentation with my demonstration of understanding. In other words, I was regarded as collaborator in building a vehicle of and for exploration.