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Articles
by Lyn Corno — 2004
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.

by Branton Shearer — 2004
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.

by Jie-Qi Chen — 2004
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.

by Elliot Eisner — 2004
This article explores the tensions between Howard Gardner’s theory of multiple intelligences and current educational policies emphasizing standardized and predictable outcomes.

by Thomas Hoerr — 2004
This paper illustrates how the use of MI has been helpful to both students and teachers.

by Rene Diaz-Lefebvre — 2004
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.

by Silja Kallenbach & Julie Viens — 2004
This paper discusses how adult literacy educators chose to apply multiple intelligences (MI) theory.

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?

by M. Hickey — 2004
This study reports on five middle grades teachers and how they developed and implemented MI-based units of instruction.

by Victoria Schirduan & Karen Case — 2004
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.

by Stephen Denig — 2004
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.

by Jane Shore — 2004
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.

by Larry Cuban — 2004
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.

by Branton Shearer — 2004
This article addresses three interrelated propositions about using multiple intelligences assessment to promote teacher development and student achievement.

by Marjorie Hall Haley — 2004
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

by Wu-tien Wu — 2004
This article addresses the meaning and application of multiple intelligences theory in Taiwan in the light of educational reform.

by Toni Noble — 2004
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.

by Howard Gardner — 2004
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.

by Brian Gill & Steven Schlossman — 2003
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.

by Brian Gill & Steven Schlossman — 2003
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.

by Brian Rowan, Richard Correnti & Robert Miller — 2002
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.

by Ginette Delandshere — 2002
This article explores the possibility of using inquiry as a way to understand, and hence to assess, learning.

by Kevin Pugh — 2002
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.

by George Mitru, Dan Millrood & Jason Mateika — 2002
A discussion of the benefits of adjusting school schedules to respond to the needs of adolescents for more sleep.

by Andy Hargreaves — 2001
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.

by Ray McDermott — 2001
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.

by Ashgar Iran-Nejad & Madeleine Gregg — 2001
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.

by Richard Mayer — 2001
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).

by Mary McCaslin & Eleanor DiMarino-Linnen — 2000
In this chapter, we present a selective review of articles related to motivational themes published in American Psychologist (AP) from its inception in 1946 to the present decade. Our goal is to better understand educational conceptions of student motivation in classrooms by studying related conceptions in society in general and psychology in particular throughout the decades.

by Luise McCarty & Thomas Schwandt — 2000
In this chapter we focus exclusively on the works of Ernst von Glasersfeld and Kenneth Gergen as exemplary representatives of psychological and social versions of constructivist epistemology, respectively (or, more commonly, radical constructivism and social constructionism). Radical constructivism and social constructionism represent two of the most influential and well-articulated versions of constructivist thinking in the current educational literature.

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Book Reviews
by Meike Watzlawik, Alina Kriebel, Jaan Valsiner (Eds.)
reviwed by Gretchen Reevy — 2017

by Steph Menken & Machiel Keestra (Eds.)
reviwed by Georgeos Sirrakos — 2017

by Diane Barone & Rebecca Barone
reviwed by Abigail Rombalski & Cynthia Lewis — 2017

by Anton O. Tolman & Janine Kremling (Eds.)
reviwed by Miriam Raider-Roth & Amy Rector-Aranda — 2017

by Victoria J. Risko & MaryEllen Vogt
reviwed by Jennifer Tuten & Mallory Locke — 2017

by Anthony A. Piña, Jason B. Huett, & Charles Schlosser (Eds.)
reviwed by Oksana Vorobel — 2017

by Jessie L. Moore & Randall Bass (Eds.)
reviwed by Christina Dobbs & Caysie Carter — 2017

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