ERIC Number: ED427447
Record Type: RIE
Publication Date: 1995-Sep
Project START: Using a Multiple Intelligences Model in Identifying and Promoting Talent in High-Risk Students. Research Monograph 95136.
Callahan, Carolyn M.; Tomlinson, Carol A.; Moon, Tonya R.; Tomchin, Ellen M.; Plucker, Jonathan A.
This monograph describes Project START (Support To Affirm Rising Talent), a three-year collaborative research effort to develop and apply gifted identification procedures based on Howard Gardner's (1983) theory of multiple intelligences. Specifically, the study attempted to: (1) develop identification procedures; (2) identify high-potential primary age students from culturally diverse and/or low economic backgrounds using the multiple intelligences model; (3) investigate the reliability and validity of the identification procedures; and (4) test the efficacy of specific interventions on student achievement and attitudes about school and self. Identified students were assigned to one of three conditions: an experimental condition involving modification of classroom activities and a family outreach program; an experimental condition involving modification of classroom activities, a family outreach program, and a mentorship; and a control group. Findings of the qualitative and quantitative study are grouped into the following categories: psychometric properties of the assessment tools; achievement, attitude, and self-concept; teacher changes during the project; outcomes for students and their families; elements of the program found to be most effective; and other qualitative findings. Two appendices include a project lesson development flow chart and classroom observation protocols. (Contains approximately 225 references.) (DB)
Descriptors: Ability Identification, Academic Achievement, Classroom Observation Techniques, Cultural Differences, Curriculum Development, Enrichment Activities, Gifted, High Risk Students, Intervention, Low Income Groups, Mentors, Models, Multiple Intelligences, Outcomes of Education, Outreach Programs, Program Effectiveness, Program Evaluation, Talent, Talent Identification, Test Reliability, Test Validity
NRC/GT, University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: National Research Center on the Gifted and Talented, Storrs, CT.