Multiple Intelligences and Student Achievement [microform] : Success Stories from Six Schools / Linda Campbell and Bruce Campbell.
This book examines educational programs that have used multiple intelligences (MI) theory for 5 or more years, and addresses such questions as: "How have MI programs affected student achievement?" and "Where and how were those results achieved?" Six schools (two elementary, two m...
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| Format: | Microfilm Book |
| Language: | English |
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1999.
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| Summary: | This book examines educational programs that have used multiple intelligences (MI) theory for 5 or more years, and addresses such questions as: "How have MI programs affected student achievement?" and "Where and how were those results achieved?" Six schools (two elementary, two middle-level, and two high schools), which serve a variety of student populations across the United States and have students with significant academic achievement gains, provide the case studies. Chapter 1 of the book, "Why MI?," explores why a variety of teachers, grade levels, and disciplines have adopted Gardner's theory as an instructional framework. Chapters 2, 3, and 4 each look at how teachers apply MI and examine student achievement gains. Each chapter describes two schools. Chapter 2 features Russell Elementary School in Lexington, Kentucky, and EXPO for Excellence in St. Paul, Minnesota. Chapter 3 surveys Skyview Junior High in Bothell, Washington, and the Key Learning Community in Indianapolis, Indiana. Chapter 4 reviews Mountlake Terrace High School in Mountlake Terrace, Washington, and Lincoln High School in Stockton, California. The six case studies are based on interviews with teachers and administrators at each site; reviews of school documents (e.g., schedules, report cards, brochures, videotapes, and newsletters); in-person observations of all schools; and the following information from each program: (1) student and school demographics; (2) who introduced MI to the school, as well as when and why; (3) explanations of how the site became an MI program; (4) the nature of instruction and assessment before and after MI; (5) changes in daily schedules, school-wide curriculum, or other program components to accommodate MI; (6) stories about MI's "official adoption" by the school staff; (7) parent involvement and/or reactions; (8) teachers' perceptions of students before and after MI; (9) student achievement gains before and after MI. The book's final chapter, "Lessons Learned from MI School Programs," shares information that these six schools have gained about transforming their environments, curriculum, assessment, student attitudes and achievements, and teachers' beliefs about those they teach. Contains contact information for the six schools and 23 references. (EV) |
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| Item Description: | Availability: Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311-1714 (ASCD Stock Number 199274: $12.95 for ASCD members; $15.95 for non-members). Tel: 800-933-2723 (Toll Free), 703-578-9600; Fax: 703-575-5400; Web site: <http://wwwascd.org>; E-mail: member@ascd.org. ERIC Document Number: ED437180. |
| Physical Description: | 122 pages. |
| ISBN: | 9780871203601 : 087120360X : |