Multiple Intelligences around the World

Since its introduction in 1983, Howard Gardner's multiple intelligences (MI) theory has become a touchstone of education. Embracing a wide array of human talents that significantly contribute to our intellectual and cultural life, MI theory offers a broader definition of intelligence than is measured by standard IQ tests. MI theory supports and celebrates the diversity of children's strengths in school and other learning environments. Now, more than a quarter of a century later, Multiple Intelligences around the World draws upon a select group of MI practitioners to show how Gardner's theory is applied in the international arena. In this dynamic book, the contributors representing countries such as China, Japan, the Philippines, South Korea, Australia, Norway, Denmark, England, Ireland, Scotland, Romania, Turkey, Argentina, Colombia, and the United States share thoughtful stories and strategies of educational innovation. Multiple Intelligences around the Worlds cross-cultural discussions provide a valuable resource for teachers and administrators who are working with diverse student populations. In addition, the experiences of exam-driven countries like China and Japan will prove instructive to professionals faced with the task of improving both teaching and test scores. This book addresses a number of key questions including: How have different educational settings implemented MI? How does an educational idea created in one cultural milieu travel and take root in highly diverse educational soils? And, what universal lessons can be drawn from these experiences? ISBN-13: 978-0787997601

Frames of Mind: The Theory of Multiple Intelligences

Hailed by educators throughout the world, Howard Gardner's theory of multiple intelligences has been applied in hundreds of classrooms and school districts since Frames of Mind was first published in 1983. Gardner challenges the widely held notion that intelligence is a single general capacity possessed by every individual to a greater or lesser extent. Amassing a wealth of evidence, Gardner posits the existence of a number of intelligences that ultimately yield a unique cognitive profile for each person. This tenth anniversary edition, published in conjunction with a reader on multiple intelligences, features a new introduction that explores the theory's development over the last decade. ISBN-13: 978-0465024339

Multiple Intelligences: New Horizons

Gardner’s seminal account of the practical applications of Multiple Intelligences theory is now completely updated and expanded to reflect the latest developments in the field. ISBN-13: 978-0465047680

Multiple Intelligences: Best Ideas from Research and Practice

This work shows teachers and administrators how to successfully integrate Multiple Intelligences into their schools and classrooms. Based on a national investigation of more than 40 schools and on detailed case studies, this book illustrates how teachers in real-life situations in a range of different public schools were able to construct and implement curricula that enabled students to learn challenging disciplinary content through multiple intelligences. It also shows how the organizational practices within these teachers schools supported strong classroom work. Written in a clear, practical style, this book highlights how educators everywhere can both integrate MI theory and foster exceptional student work. This book will be an invaluable resource for soon-to-be as well as practicing teachers and administrators. ISBN: 978-0205342594

Intelligence in the Wild: A Dispositional View of Intellectual Traits

Most accounts of intelligence are "abilities-centric." They aim to explain intelligent behavior in terms of IQ or other measures of intellectual aptitude. However, several investigators have proposed that intelligent behavior in the wild--in everyday circumstances in which carefully framed tests do not tell people exactly what intellectual task to attempt--depends in considerable part on thinking dispositions. Definitionally, dispositions concern not what abilities people have, but how people are disposed to use those abilities. Everyday language includes a number of dispositional terms such as curiosity, open-mindedness, and skepticism. We review several dispositional constructs that researchers have investigated, sometimes under the label dispositions. The findings in trend show that dispositions are stable traits that help to explain intellectual performance over and above measures of intellectual aptitude. It is argued that a dispositional view of intelligence is warranted, and that it is an important area for continued research.