multiple intelligences AND STUDENT ACHIEVEMENT SUCCESS STORIES FROM SIX SCHOOLS

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Title

multiple intelligences AND STUDENT ACHIEVEMENT SUCCESS STORIES FROM SIX SCHOOLS

Subject

multiple intelligences AND STUDENT ACHIEVEMENT SUCCESS STORIES FROM SIX SCHOOLS

Description

Interest in Howard Gardner’s theory of multiple intelligences and its appli- cation to education has been substantial since the publication of Frames of Mind in 1983 and Gardner’s keynote address in early 1984, for a standing- room-only crowd at the Education Explosion Conference in Tarrytown, New York. More than a decade later, the attention focused on multiple intelli- gences (MI) remains unabated. Teachers, schools, and districts have embraced this model of intelligence as their guide amid much recent educa- tional turmoil.
To date, however, the literature on MI theory in K–12 schools has been limited to how-to pedagogical applications or pilot classroom or school pro- grams. Multiple Intelligences and Student Achievement: Success Stories from Six Schools is the first book to examine educational programs that have used MI for five or more years. It begins to answer questions that all educational innovations must ultimately address, such as, “How have MI programs affected student achievement?” and “Where and how were those results achieved?”
In search of answers to these questions, we contacted six public schools that claimed to have implemented MI programs for five or more years. The six schools—two elementary, two middle-level, and two high schools— serve a variety of student populations across the United States. Although each school’s program is distinct, the programs resemble one another in two significant ways: MI provides a philosophic and curricular framework in each site, and the students have made significant academic achievement gains as measured by respected standardized tests, state assessment tests, and anecdotal comments from informed educators.
In writing the book, we wanted to understand the context and the processes of these MI-related successes. Chapter 1, “Why MI?”, explores why a variety of teachers, grade levels, and disciplines have adopted Gardner’s theory as an instructional framework. Our interviews with teachers at these sites revealed the powerful influence of teachers’ beliefs on students and the effect of such beliefs on classroom learning.

Creator

LINDA CAMPBELL and BRUCE CAMPBELL

Files

Collection

Citation

LINDA CAMPBELL and BRUCE CAMPBELL, “multiple intelligences AND STUDENT ACHIEVEMENT SUCCESS STORIES FROM SIX SCHOOLS,” Portal Ebook UNTAG SURABAYA, accessed July 21, 2024, https://ebook.untag-sby.ac.id/items/show/36.