Howard Gardner's theory of multiple intelligences ignores certain assumptions about the nature, display, and development of intelligence. Instead of determining how many intelligences a child displays, educators must observe the kinds of activities and roles in which the child shows strength. Teachers should organize curricula around the child,…

Sixty-six elementary education upperclassmen were tested to determine their Piagetian stage of intellectual development. Results indicated 26 percent were very formal, 52 percent formal, 15 percent transitional, and 8 percent concrete. (SL)

RELATIONSHIPS BETWEEN CERTAIN INTELLECTUAL PROCESSES AND ACHIEVEMENT OF INSTRUCTIONAL OBJECTIVES FOR SELECTED MATHEMATICS TOPICS TAUGHT IN THE HIGHER ELEMENTARY GRADES WERE EXAMINED. INSTRUMENTS WERE CHOSEN TO ASSESS MATHEMATICS ACHIEVEMENT AND INTELLECTUAL PROCESSES. THESE WERE ADMINISTERED BY CLASSROOM TEACHERS TO 765 STUDENTS IN THE FOURTH,…

This study examined the stability and across time changes on mean scores on eight educational outcomes including cognitive and non-cognitive areas as measured by the Pennsylvania Grade 5 Educational Quality Assessment Inventory. Data, collected on children tested as fifth graders in 1969 and retested in 1971 and 1973, are presented separately for…

Research suggests children have seven distinct intelligences (linguistic, logical-mathematical, spatial, musical, bodily kinesthetic, interpersonal, and intrapersonal). The article presents ideas to help elementary teachers develop intelligences in their students. It describes the project approach to providing multiple opportunities for using…

This article discusses ways a school in Saint Louis (Missouri) applies the theory of multiple intelligences in the curriculum. The article identifies seven potential pitfalls and describes how this school works around them. A brief summary of the seven intelligences is included. (SM)

Uses test questions from the Basic Economics Test (BET) to reveal that elementary students are capable of understanding economics concepts. Maintains that neither ethnic background nor parental income makes a difference in economic learning. The most statistically significant determinant of improved scores was the extent to which a concept was…

Development of The Assessment of Basic Competencies (ABC), a test battery based on the three-parameter logistic model, is described. Eleven dimensions of intellectual growth are measured, from the pre-kindergarten level through ninth grade. An educationally relevant skill domain is represented by each test. Unique properties of the test, based on…

Examines the application of Howard Gardner's theory of multiple intelligences at the middle school level. Suggests that planning, teaching and assessment should be based upon learner's individual needs and intelligences, aiming to help develop particular intelligences and strengthen the existing ones. Proposes several learning activities for…