Record 1 of 11 - The ERIC Database 

AN: EJ629660 
CHN: HE542547 
AU: Allix,-Nicholas-M. 
TI: The Theory of Multiple Intelligences: A Case of Missing Cognitive Matter. 
PY: 2000 
SO: Australian-Journal-of-Education; v44 n3 p272-88 Nov 2000 
ISSN: 0004-9441 
NT: Special issue: "Education and Cognition--Naturalistic Explorations into the Nature of Mind and Learning." 
DT: Journal-Articles (080); Opinion-Papers (120) 
LA: English 
DE: *Criticism-; *Multiple-Intelligences 
DE: Artificial-Intelligence; Cognitive-Psychology; Epistemology-; Knowledge-Representation; Learning-Processes; Learning-Theories; Research-Methodology; Theory-Practice-Relationship 
ID: *Neural-Networks; *Theory-of-Mind 
ID: Connectionism-; Philosophy-of-Science; Theory-Development 
AB: Argues that although Gardner's conception of human cognition, characterized by a set of multiple and distinct cognitive capabilities, is an advance over the narrow conception of IQ, it runs into fundamental difficulties of a methodological kind and is based on a discredited empiricist theory of knowledge which work with artificial neural networks has undercut. (EV) 
CH: HE 
FI: EJ 
DTC: 080; 120 
UD: 200201 (CIJE) 

Record 2 of 11 - The ERIC Database 

AN: ED453386 
CHN: CE081796 
AU: Kallenbach,-Silja, ed.; Viens,-Julie, ed. 
TI: Multiple Intelligences in Practice: Teacher Research Reports from the Adult Multiple Intelligences Study. NCSALL Occasional Paper. 
CS: National Center for the Study of Adult Learning and Literacy, Boston, MA.; Harvard Univ., Cambridge, MA. Harvard Project Zero.; World Education, Inc., Boston, MA. New England Literacy Resource Center. 
SP: National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC. 
PY: 2001 
AV: World Education, 44 Farnsworth Street, Boston, MA 02210 ($10). Tel: 617-482-9485; e-mail: ncsall@worlded.org. For full text: http://gseweb.harvard.edu/~ncsall/research/op_kallen.html 
PR: EDRS Price MF01/PC09 Plus Postage. 
DL: http://www.edrs.com/members/sp.cfm?AN=ED453386 
DT: Reports-Research (143) 
CP: U.S.; Massachusetts 
TA: Practitioners; Teachers 
LA: English 
PG: 210 
DE: *Adult-Education; *Educational-Practices; *English-Second-Language; *Learning-Theories; *Multiple-Intelligences; *Theory-Practice-Relationship 
DE: Adoption-Ideas; Attention-Deficit-Disorders; Career-Choice; Classroom-Research; Classroom-Techniques; Critical-Thinking; Educational-Philosophy; High-School-Equivalency-Programs; Integrated-Curriculum; Learning-Activities; Literacy-Education; Mathematics-Instruction; Metacognition-; Models-; National-Programs; Popular-Education; Reading-Instruction; Reflective-Teaching; Research-Utilization; Rural-Education; Secondary-Education; Self-Evaluation-Individuals; Student-Evaluation; Teacher-Effectiveness; Teacher-Researchers; Teacher-Student-Relationship; Teaching-Methods; Urban-Education; Writing-Composition; Writing-Instruction 
ID: General-Educational-Development-Tests; Impact-Studies 
AB: 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 adult basic education (ABE), adult secondary education, and English for speakers of other languages (ESOL). The following papers are included: "Will Awareness of Their Own Intelligence Profiles Help My Students Become More Independent Learners?" (Betsy Cornwell); "How Can Teacher and Student, Working Collaboratively, a. Identify the Student's Strongest Intelligences through MI-Based Assessment and Classroom Activities? [and] b. Use the Understanding of These Intelligences To Guide the Learning Process?" (Meg Costanzo); "1. What Impact Do ESOL Activities Informed by the MI Theory Have on Student Engagement and Learning Strategies? [and] 2. How Do Prior Cultural Learning and Experiences Shape Students' Reaction to and Participation in ESOL Activities Informed by the MI Theory?" (Terri D. Coustan); "What Kind of MI-Informed Instruction and Assessment Can Be Developed That Will Help Adult Learners Deal with Math Anxiety, So They May Reach Their Stated Goals?" (Bonnie Fortini); "Can MI-Informed Lessons Help the Progress and Attendance of LD (Learning Disabilities) and ADD (Attention Deficit Disorder) Students Preparing for a GED?" (Martha Jean); "How Will Adult Diploma Students' Awareness of Their Own Intelligences and Their Participation in Activities Informed by MI Theory Affect Their Career Decision-Making Process?" (Jean A. Mantzaris); "What Effect Does Metacognitive Awareness of Their Own Multiple Intelligences Have on the Perceptions of Effective ESOL Teaching and Learning by Students With Limited Native Language Literacy? What Happens When I Try To Integrate MI into an ESOL Class?" (Diane Paxton); "Will the Use of a Multiple Intelligences Framework Support the Goals and Practices of Popular Education in an ABE Classroom?" (Wendy Quinones); and "How Does Knowledge of Multiple Intelligence Theory Broaden a Multi-Sensory Approach to the Teaching of Writing? How Does the Application of Multiple Intelligence Theory Enhance a Multi-Sensory Approach to the Teaching of Reading?" (Lezlie Rocka). Concluding the document is a 72-item reference list. (MN) 
LV: 1 
CH: CE 
FI: ED 
DTC: 143 
UD: 200111 (RIE) 

Record 3 of 11 - The ERIC Database 

AN: ED442744 
CHN: SP039267 
AU: Teele,-Sue 
TI: Rainbows of Intelligence. Exploring How Students Learn. 
PY: 2000 
ISBN: 0761976302 
AV: Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218. Tel: 805-499-9774; e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com. 
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. 
DT: Books (010); Guides-Non-classroom (055) 
CP: U.S.; California 
TA: Practitioners; Teachers 
LA: English 
PG: 184 
DE: *Cognitive-Style; *Multiple-Intelligences 
DE: Brain-; Educational-Environment; Elementary-Secondary-Education; Intelligence-Differences; Learning-Processes; Learning-Theories; Students-; Teaching-Methods 
ID: Rainbows- 
AB: This book offers practical applications for exploring multiple intelligences in the classroom to help each student express his or her own personal learning rainbow. Special features of the book include seven complete lesson plans ready to be adapted to any grade level; objectives, activities, and applications that meet U.S. and California standards; a new learning model that elaborates on Howard Gardner's original seven intelligences; and exploration of gender differences in multiple intelligences. Part 1 includes six chapters: (1) "A Focus on How Students Learn"; (2) "Recent Research on the Brain"; (3) "The Theory of Multiple Intelligences"; (4) "Changing Our Thinking about Education"; (5) "Rainbows of Intelligence Model"; and (6) "Conclusions." Part 2 offers "Classroom Units That Incorporate Color and Multiple Intelligences." The classroom units include: (1) "Primary, Secondary, and Complementary Colors"; (2) "The Many Dimensions of Color"; (3) "The Rainbow: A Spectrum of Colors"; (4) "Exploring the Rainforest"; (5) "Pandas: Endangered Species"; (6) "Butterflies and Moths: Colorful Insects"; and (7) "The Blending of Our Rainbow World." (Contains 108 references.) (SM) 
LV: 2 
CH: SP 
FI: ED 
DTC: 010; 055 
UD: 200012 (RIE) 

Record 4 of 11 - The ERIC Database 

AN: EJ595053 
CHN: FL529688 
AU: Christison,-Mary-Ann 
TI: Multiple Intelligences: Teaching the Whole Student. 
PY: 1999 
SO: ESL-Magazine; v2 n5 p10-13 Sep-Oct 1999 
ISSN: 1098-6553 
DT: Journal-Articles (080); Opinion-Papers (120) 
LA: English 
DE: *Curriculum-Development; *English-Second-Language; *Lesson-Plans; *Multiple-Intelligences 
DE: Learning-Theories; Second-Language-Instruction; Second-Language-Learning 
AB: Discusses Gardner's theory of multiple intelligences (MI) and why it is frequently a topic of discussion among English-as-a-Second-Language educators. The eight intelligences are described, the theoretical bases for MI theory are highlighted, the reasons educators like MI theory are discussed, and a way of developing lesson plans and curricula using MI theory is presented. (Author/VWL) 
CH: FL 
FI: EJ 
DTC: 080; 120 
UD: 200005 (CIJE) 

Record 5 of 11 - The ERIC Database 

AN: ED435476 
CHN: PS028058 
AU: Elliott,-Donna; Gintzler,-Julie 
TI: A Personal Approach to Multiple Intelligence Instruction. 
PY: 1999 
NT: Master's Phenomenological Study, Saint Xavier University and IRI/Skylight. Some appendices may not reproduce adequately. 
PR: EDRS Price MF01/PC10 Plus Postage. 
DL: http://orders.edrs.com/members/sp.cfm?AN=ED435476 
DT: Dissertations-or-Theses-Undetermined (040) 
CP: U.S.; Illinois 
LA: English 
PG: 236 
DE: *Intelligence-Differences; *Learning-Processes; *Multiple-Intelligences 
DE: Change-Strategies; Cognitive-Style; Elementary-Education; Learning-Theories; Lesson-Plans; Methods-; Teacher-Attitudes; Teacher-Background; Teacher-Behavior; Teacher-Role; Teaching-Methods 
ID: *Personal-Experiences; *Personal-Involvement 
ID: Indiana- 
AB: This phenomenological study implemented and evaluated an individualized approach to multiple intelligence instruction. The targeted population consisted of students in two inner-city elementary schools located in Indiana. In a traditionally book-oriented classroom, instruction is typically geared toward the verbal/linguistic and logical/mathematical intelligences. An analysis of the literature led to the understanding that each student has the capabilities to activate all eight identified intelligences, but that these intelligences may be developed to different degrees within each individual. Each student's dominant intelligence was identified. Thematic lessons that strengthened the multiple intelligences of all of the involved students were constructed. The plan of action was to construct planning webs and monthly themes that incorporated a plethora of multiple intelligence products. Lesson plans were developed utilizing a variety of planning tools. In addition, informal journals were kept to highlight progress, successes, and trends. The effects of multiple intelligence instruction were documented through observations, product choices, student reaction, and survey checklists. Observations and checklists reaffirmed expectations that how one is taught, what strategies are utilized, and in what manner information is presented can and do affect student learning. They further demonstrated that students' strengths and weaknesses can be affected by a teacher's method of instruction. (Forty appendices include state proficiencies, weekly progress reports, multiple intelligences checklists, and lesson plans. Contains 61 references.) (SD) 
LV: 1 
CH: PS 
FI: ED 
DTC: 040 
UD: 200004 (RIE) 

Record 6 of 11 - The ERIC Database 

AN: ED434954 
CHN: TM030210 
AU: Lazear,-David 
TI: Eight Ways of Teaching: The Artistry of Teaching with Multiple Intelligences. Third Edition. K-College. 
PY: 1999 
ISBN: 1575171198 
AV: Skylight Training and Publishing Inc., 2626 S. Clearbrook Dr., Arlington Heights, IL 60005-5310. Tel: 800-348-4474 
NT: Foreword by Dee Dickinson. 
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. 
DT: Books (010); Guides-Classroom-Teacher (052) 
CP: U.S.; Illinois 
TA: Practitioners; Teachers 
LA: English 
PG: 203 
DE: *Cognitive-Style; *Multiple-Intelligences; *Teaching-Methods 
DE: Elementary-Secondary-Education; Learning-Processes; Learning-Theories 
ID: *Gardner-(Howard) 
AB: This book offers a comprehensive approach to teaching and learning strategies to further the theory of multiple intelligences. The creative strategies that address each of the intelligences identified by Howard Gardner are illustrated with charts and diagrams and include many activities that apply to the teaching of all subjects. The chapters, each of which deals with one of the intelligences, are: (1) "Teaching with Verbal/Linguistic Intelligence"; (2) "Teaching with Logical/Mathematical Intelligence"; (3) "Teaching with Visual/Spatial Intelligence"; (4) "Teaching with Bodily/Kinesthetic Intelligence"; (5) "Teaching with Musical/Rhythmic Intelligence"; (6) "Teaching with Interpersonal Intelligence"; (7) "Teaching with Intrapersonal Intelligence"; and (8) "Teaching with Naturalist Intelligence." Three appendixes contain lesson processing and procedure blackline illustrations and graphic organizers. (Contains 134 references.) (SLD) 
LV: 2 
CH: TM 
FI: ED 
DTC: 010; 052 
UD: 200003 (RIE) 

Record 7 of 11 - The ERIC Database 

AN: EJ546307 
CHN: JC507693 
AU: Nuzzi,-Ronald 
TI: A Multiple Intelligence Approach. 
PY: 1997 
SO: Momentum-; v28 n2 p16-19 Apr-May 1997 
ISSN: 0026-914X 
NT: Part of a special section entitled "Assessment: Alternative Approaches." 
DT: Journal-Articles (080); Opinion-Papers (120) 
LA: English 
DE: *Evaluation-Methods; *Multiple-Intelligences; *Student-Evaluation; *Teaching-Methods 
DE: Cognitive-Processes; Elementary-Secondary-Education; Learning-Theories 
ID: Gardner-(Howard) 
AB: Describes multiple intelligence instruction (MII), based on the theory that humans possess seven intelligences: visual, musical, logical-mathematical, intrapersonal, interpersonal, linguistic, and bodily-kinesthetic. Argues that current methods of assessment are deficit-based and, therefore, not helpful in assessing MII students. Describes an intelligence-based approach to assessment developed by Howard Gardner. (AJL) 
CH: JC 
FI: EJ 
DTC: 080; 120 
UD: 199711 (CIJE) 

Record 8 of 11 - The ERIC Database 

AN: EJ534653 
CHN: PS525819 
AU: Hine,-Connie 
TI: Developing Multiple Intelligences in Young Learners. 
PY: 1996 
SO: Early-Childhood-News; v8 n6 p23-29 Nov-Dec 1996 
ISSN: 1080-3564 
DT: Guides-Non-classroom (055); Journal-Articles (080) 
LA: English 
DE: *Cognitive-Style; *Learning-Activities; *Learning-Theories; *Multiple-Intelligences 
DE: Class-Activities; Classroom-Environment; Early-Childhood-Education; Educational-Philosophy; Educational-Strategies; Learning-Processes; Preschool-Education 
ID: University-of-Wisconsin-Stout 
AB: Details the characteristics of the seven multiple intelligences and promotes a systematic approach to teaching that strives to meet individual needs of children. Provides specific teaching tools and strategies, including active learning centers, to support the development of each intelligence area and expose children to varied ways of learning. (SD) 
CH: PS 
FI: EJ 
DTC: 055; 080 
UD: 199704 (CIJE) 

Record 9 of 11 - The ERIC Database 

AN: ED400512 
CHN: CS012622 
AU: Jasmine,-Julia 
TI: Teaching with Multiple Intelligences. Professional's Guide. 
PY: 1996 
ISBN: 1557348820 
AV: Teacher Created Materials, Inc., 6421 Industry Way, Westminster, CA 92683 (TCM822: $8.95 plus shipping/handling). 
PR: Document Not Available from EDRS. 
DT: Guides-Classroom-Teacher (052); Opinion-Papers (120) 
CP: U.S.; California 
TA: Teachers; Practitioners 
LA: English 
PG: 82 
DE: *Cognitive-Style; *Learning-Theories 
DE: Classroom-Environment; Classroom-Techniques; Curriculum-; Elementary-Secondary-Education; Evaluation-Methods 
ID: *Multiple-Intelligences 
ID: Gardner-(Howard); Theoretical-Orientation 
AB: Suggesting that the theory of multiple intelligences, based on the work of Howard Gardnew, is one of the most important and promising developments in education, this booklet provides a look at the theory--what it is and how it differs from other definitions of so-called learning styles--and at the implementations--which ones seem to be truly valuable and which are merely "trendy." The booklet notes that the use of the theory of multiple intelligences in education depends on the recognition of, and respect for, each learner's way, or ways, of learning, as well as each learner's special interests and talents. Sections of the booklet discuss the theory of Multiple Intelligences; becoming aware of multiple intelligences; teaching the intelligences; classroom environment; curriculum; teaching methods; assessment; questions people are asking; and a practical application. Addresses for 7 professional organizations and 30 references are attached. (RS) 
LV: 3 
CH: CS 
FI: ED 
DTC: 052; 120 
UD: 199703 (RIE) 

Record 10 of 11 - The ERIC Database 

AN: EJ528155 
CHN: PS525244 
AU: Berger,-Eugenia-Hepworth; Pollman,-Mary-Jo 
TI: Multiple Intelligences: Enabling Diverse Learning. 
PY: 1996 
SO: Early-Childhood-Education-Journal; v23 n4 p249-53 Sum 1996 
ISSN: 1082-3301 
DT: Opinion-Papers (120); Journal-Articles (080) 
LA: English 
DE: *Constructivism-Learning; *Holistic-Approach; *Learning-Processes; *Learning-Theories; *Multiple-Intelligences; *Parent-Student-Relationship 
DE: Academic-Ability; Classroom-Environment; Cognitive-Style; Early-Childhood-Education; Field-Trips; Learning-Activities; Learning-Strategies; Parent-Participation; Parent-Role; Talent-Identification 
ID: *Gardner-(Howard) 
ID: Holistic-Education; Whole-Child-Approach 
AB: Compares the whole-child approach to early childhood education and Howard Gardner's concept of multiple intelligences. Provides activities and ideas to address each of the seven intelligences, and lists specific suggestions for parent/child experiences, field trip experiences, and constructivist experiences. Stresses individual child potential. (SD) 
CH: PS 
FI: EJ 
DTC: 120; 080 
UD: 199612 (CIJE) 

Record 11 of 11 - The ERIC Database 

AN: EJ503143 
CHN: EC611225 
AU: Smerechansky-Metzger,-Jean-A. 
TI: The Quest for Multiple Intelligences. 
PY: 1995 
SO: Gifted-Child-Today-Magazine; v18 n3 p12-15 May-Jun 1995 
ISSN: 1076-2175 
DT: Journal-Articles (080); Guides-Non-classroom (055) 
TA: Practitioners 
LA: English 
DE: *Classroom-Techniques; *Individual-Differences; *Intelligence-; *Multiple-Intelligences 
DE: Educational-Principles; Educational-Psychology; Elementary-Secondary-Education; Learning-Theories 
ID: Gardner-(Howard) 
AB: This article urges educators to incorporate Howard Gardner's theory of multiple intelligences (MI) into their classrooms to broaden the learning opportunities for all students. MI theory is briefly explained, examples of its application are described, advantages of MI are pointed out, and criticisms of MI are noted. (DB) 
CH: EC 
FI: EJ 
DTC: 080; 055 
UD: 199509 (CIJE)