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Download full textKunkel, Christine D. – Critical Questions in Education, 2016
Using standardized test scores to measure success in schools is a controversial topic in education today. Many feel that test scores are not a valid indicator of success, or are being overused to the detriment of the curriculum. But if not test scores, then what is the alternative? This study examines potential alternatives, or more authentic…
Descriptors: High School Graduates, Urban Schools, Progressive Education, Educational Indicators
Pool, Jonelle; Dittrich, Charles; Pool, Kenneth – Journal for Learning through the Arts, 2011
This classroom study focused on modeling a hands-on approach for understanding classroom applications of multiple intelligence theory through arts-based integration. Thirty-five preservice teachers enrolled in Educational Psychology classes participated in an interdisciplinary geometry lesson modeling Artful Learning[TM], experiencing an…
Descriptors: Teaching Methods, Geometric Concepts, Multiple Intelligences, Preservice Teachers
Saban, Ahmet – Educational Sciences: Theory and Practice, 2009
Recently, there has been a significant increase in the number of multiple intelligences (MI) studies in Turkey. Consequently, a systematic analysis of these studies is crucial in order to be able to see the present situation and future trends in the field of education. By this way, it is also hoped that the current analysis will offer an avenue…
Descriptors: Multiple Intelligences, Masters Theses, Doctoral Dissertations, Foreign Countries
Can We Be Intelligent about Intelligence? Why Education Needs the Concept of Plastic General Ability
Direct linkAdey, Philip; Csapo, Beno; Demetriou, Andreas; Hautamaki, Jarkko; Shayer, Michael – Educational Research Review, 2007
The notion of general cognitive ability (or "intelligence") is explored and why the time might now be ripe for educators to re-consider the power offered by a general intellectual capacity which is itself amenable to educational influence. We review existing knowledge concerning general intelligence, including the cohabitation of general and…
Descriptors: Intelligence, Stimulation, Educational Practices, Cognitive Ability
Peer reviewedGuild, Pat Burke – Educational Leadership, 1997
Although multiple intelligences, learning styles, and brain-based education have discrete theoretical constructs, research bases, and applications, they share similar outcomes in the practical classroom environment. There are several areas of overlap. Each theory is learning- and learner-centered, regards teachers and students as reflective…
Descriptors: Classroom Environment, Cognitive Style, Diversity (Student), Elementary Secondary Education
Peer reviewedVialle, Wilma – Educational Leadership, 1997
In Australia, Gardner's multiple-intelligences theory has strongly influenced primary, preschool, and special education. A survey of 30 schools revealed that teachers use two basic approaches: teaching to, and teaching through, multiple intelligences. The first approach might develop children's music skills via playing an instrument. The second…
Descriptors: Elementary Education, Foreign Countries, Integrated Curriculum, Interdisciplinary Approach
Focus on Basics, 1999
This volume consists of four issues that present best practices, current research on adult learning and literacy, and how research is used. Issue 1(A) on adult multiple intelligences has seven articles: "MI (Multiple Intelligences), the GED (General Educational Development), and Me (Martha Jean); "Understanding Multiple Intelligences:…
Descriptors: Accountability, Adult Basic Education, Adult Learning, Adult Literacy
Kallenbach, Silja; Viens, Julie – 2002
The Adult Multiple Intelligences (AMI) Study investigated how multiple intelligences (MI) theory can support instruction and assessment in adult literacy education across different adult learning contexts. Two interwoven qualitative research projects focused on applying MI theory in practice. One involved 10 teacher-conducted and AMI…
Descriptors: Adult Basic Education, Adult Literacy, Classroom Techniques, Educational Research
Kallenbach, Silja, Ed.; Viens, Julie, Ed. – 2001
This document contains nine papers from a systematic, classroom-based study of multiple intelligences (MI) theory in different adult learning contexts during which adult educators from rural and urban areas throughout the United States conducted independent inquiries into the question of how MI theory can support instruction and assessment in…
Descriptors: Adoption (Ideas), Adult Education, Attention Deficit Disorders, Career Choice
