As both a parent and an experienced teacher, I have found media literacy to be an invaluable tool that I use to teach values and critical thinking skills. I have two preteen daughters whose media consumption is constantly increasing. As their mother, I am deeply concerned about their interpretations of the value messages they receive. I have taught upper elementary and intermediate school for 15 years, with the majority of those years in fifth grade. Like all teachers, I have struggled at times to keep my students motivated and interested in the curriculum. Incorporating media literacy into the curriculum has enabled me to not only keep my students interested, but to also develop their critical thinking skills.
This article argues for the recognition of the importance of talk among parents and teachers both as a research methodology and as a desirable outcome in creating and sustaining democratic communities that support school improvement.
This issue updates readers on the work that has ensued in the past 10 years using Gardner’s theory, presenting a collection of papers excerpted from a 2003 American Educational Research Association symposium commemorating the 20th anniversary of the publication of Frames of Mind.
This article describes the theory of multiple intelligences and provides a brief introduction to each of the articles that comprise the special TCR edition commemorating the 20th anniversary of the publication of Frames of Mind by Howard Gardner.
This essay discusses the status of multiple intelligences (MI) theory as a scientific theory by addressing three issues: the empirical evidence Gardner used to establish MI theory, the methodology he employed to validate MI theory, and the purpose or function of MI theory.
This article explores the tensions between Howard Gardner’s theory of multiple intelligences and current educational policies emphasizing standardized and predictable outcomes.
This paper illustrates how the use of MI has been helpful to both students and teachers.
This paper describes an experimental Multiple Intelligences/Learning for Understanding (MI/LfU) pilot study in the Glendale Community College psychology department from 1994 to 1996, which has evolved into an effective, interdisciplinary approach to learning, teaching, and creative assessment.
This paper discusses how adult literacy educators chose to apply multiple intelligences (MI) theory.
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?
This study reports on five middle grades teachers and how they developed and implemented MI-based units of instruction.
This research paper provides an example of how elementary school curriculum leaders can be mindful of student intelligences and use the strengths of their student populations.
This paper compares the theories of Multiple Intelligences and Learning Styles in order to suggest ways that teachers using a combination of both theories may be able to improve student learning over the range of intelligences.
This instrumental collective case study provides an in-depth description of the change that transpired in two multiple intelligence (MI)–based graduate-level teacher preparation courses.
The article analyzes one claim that I make about Howard Gardner's work on MI: Multiple intelligences has had the greatest influence on educators' beliefs and talk about differences in children's intelligence, moderate to high influence on the formal curriculum and instructional materials, and least influence on mainstream teaching and assessment practices.
This article addresses three interrelated propositions about using multiple intelligences assessment to promote teacher development and student achievement.
In an effort to understand learner-centered instruction from the perspective of multiple intelligences (MI), the purpose of this second teacher action research study was to further investigate the use of MI theory in shaping and informing instructional strategies, curricula development, and alternative forms of assessment with second language learners
This article addresses the meaning and application of multiple intelligences theory in Taiwan in the light of educational reform.
Gardner’s theory of multiple intelligences was integrated with the revised Bloom’s taxonomy to provide a planning tool for curriculum differentiation. Teacher’s progress in using the tool to plan and implement units of work through learning centers was documented over 18 months in two small elementary schools.
This essay describes the interests of various audiences, ranging from classroom teachers to entrepreneurs to policy makers, and locates each of the collected essays in this special issue (106-1)within these several audiences.
This essay examines parental opinion on homework in the first half of the 20th century, when opposition to homework was widespread, in order to provide perspective on emerging controversies regarding homework, and to shed new light on the history of schooling and the family. The essay also raises methodological difficulties in trying to assess parental opinion on any educational topic, past or present.
This essay examines parental opinion on homework in the first half of the 20th Century, when opposition to homework was widespread, in order to provide perspective on emerging controversies regarding homework, and to shed new light on the history of schooling and the family. The essay also raises methodological difficulties in trying to assess parental opinion on any educational topic, past or present.
This papers considers concerptual and methodological issues that arise in large-scale survey research on teaching and uses data from Prospects to draw some substantive conclusions about the overall magnitude and sources of teachers' effects on student achievement in elementary schools.
This article explores the possibility of using inquiry as a way to understand, and hence to assess, learning.
The article reports on a quasi experimental study, which examined the relative effectiveness of two instructional approaches (an innovative approach developed by the author and a case-study approach) at fostering idea-based, transformative experiences in a high school science class. The construct of an idea-based, transformative experience was derived from Dewey's work on aesthetics, experience, and education. Such experience involves the active use of a concept and an expansion of perspection and value.
A discussion of the benefits of adjusting school schedules to respond to the needs of adolescents for more sleep.
This paper draws on extended interviews with 53 elementary and secondary teachers in Ontario, Canada concerning the emotional aspects of their work, to develop a new conceptual framework of emotional geographies of teaching.
This paper offers an analysis of Mead’s contributions and contradictions in two sections, one on her ethnography, the other on her legacy applied to the problems of education in the contemporary United States, particularly her rarely noticed contributions to a theory of learning.
The article discusses a brain-mind-cycle theory of critical reflection, learning, and wholetheme education. Application of the theory is illustrated with data from an experimental wholetheme teacher education program.
The purpose of this chapter is to review changes in the conception of learning in education as discussed in the pages of the NSSE Yearbooks and related NSSE volumes throughout the twentieth century. In particular this chapter explores historical themes concerning changes in the conception of (a) the importance of learning theory in the study of education, (b) the definition of learning, (c) the process of learning, (d) the relation between psychological theory and educational practice, (e) the generality of learning theories, (f) the nature of individual differences in learning, (g) the nature of assessment of learning, (h) the motivational context of learning, (i) the biological context of learning, and (j) the social context of learning. For purposes of analyzing changes in each of these dimensions, I divided the twentieth century into three rough segments—early (consisting of the first few decades), middle (consisting of the middle few decades), and late (consisting of the final few decades).