Scholarship that moves from research into practice shares characteristics that make it visible to teachers, friendly to their worldview, practicable for realities of K-12 schools, and easily sharable. That doesn't mean however, that it's good or effective. Connecting research and practice is important work, if only because it has the…

The Key Learning Community in Indianapolis was the first school in the world to base its approach on the theory of multiple intelligences. Ms. Kunkel, Key's principal, reflects on the school's continuing growth and success--even in the face of pressures to standardize--and shares the history of its founding. (Contains 5 endnotes.)

Research conducted by the Center for Arts in the Basic Curriculum shows arts-integrated schools are the most promising way to improve American education. CABC's work is based on three principles: arts are cognitive domains triggering multiple forms of learning; effective arts education is an important educator model; and arts education will…

To adapt instruction to any learning style, teachers should plan lessons for the whole class; correlate plans with specific learners' needs; adapt lessons to specific learners based on nine perspectives (size, time, complexity, participation, environment, input, output, support, and goals); and observe how adaptations work when teaching. (MLH)

Examines one national goal--to make our national high school graduation rate reach 90 percent by 2000--by focusing on the dropout problem. Poverty and cultural differences play a major role in determining who drops out. Exploring multiple-intelligences research and emphasizing educational research and development are sound strategies. Includes 33…

Howard Gardner's biggest concern about American students is their lack of genuine understanding--the ability to apply knowledge, skills, and other attainments successfully in new situations. His book "The Unschooled Mind" develops a learning approach based on Piaget's cognitive development theory, Gardner's own multiple intelligences…

Traditionally, gifted programs have focused only on students deemed academically gifted, excluding those with vocational/technical, artistic, or personal/social talents. Article suggests it is immoral to identify 5% of the student population as "gifted" and the rest as "ungifted." Since all students have relative talent…

Counters seven myths about multiple intelligences that have arisen since the author's 1993 book "Frames of Mind" was published with seven complementary "realities." Demonstrates some problematic applications of MI theory in schools and praises three positive applications, including cultivation of desired capabilities, varied…

A teacher describes the frustrations of an intelligent, learning-disabled fourth-grader who cannot pass the Massachusetts Comprehensive Assessment System despite standard academic accommodations. The teacher advocates development of alternative or "nonstandard" accommodations and tests that assess students' spatial, problem-solving, and…

Two teacher participants in a Georgia multi-age project offer principles for effective middle-school practice. Teachers should include kinesthetic activities and the arts; believe in every student's learning potential; make learning fun and engaging; use interdisciplinary and thematic approaches; assess their progress; and create learning…

Early childhood educators are justifiably concerned that demands for academic standards in preschool will result in developmentally inappropriate instruction that focuses on a narrow set of isolated skills. But Ms. Stipek believes that teaching preschoolers basic skills can give them a good foundation for their school careers, and she shows that…