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Multiple Intelligences: From the Ivory Tower to the Dusty Classroom-But Why?


by Mindy Kornhaber — 2004

This article draws on research conducted over a 10-year period in an attempt to answer three central questions about the widespread adoption of Gardner's theory of multiple intelligences (MI): Why do educators adopt MI? Once MI is adopted, does anything really change in practice? When educators claim MI is working, what is happening in practice?


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Cite This Article as: Teachers College Record Volume 106 Number 1, 2004, p. 67-76
http://www.tcrecord.org ID Number: 11510, Date Accessed: 7/25/2017 4:49:26 AM

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About the Author
  • Mindy Kornhaber
    The Pennsylvania State University
    E-mail Author
    MINDY L. KORNHABER is an assistant professor in the Department of Education Policy Studies at the Pennsylvania State University’s College of Education. Her research explores how human potential can be developed both to a high level and on an equitable basis. Her most recent publications include ‘‘Assessment, Standards and Equity,’’ a chapter for the new edition of The Handbook of Multicultural Education, edited by James A. Banks and Cheryl A. McGee Banks, and a book, coauthored with Edward Fierros and Shirley Veenema, titled Multiple Intelligences: Best Ideas from Research and Practice (Allyn & Bacon, 2004).
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