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ERIC Number: ED446124
Record Type: RIE
Publication Date: 1993
Pages: 304
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-465-01822-X
ISSN: N/A
Multiple Intelligences: The Theory in Practice. A Reader.
Gardner, Howard
This reader brings together work by Howard Gardner and his colleagues at Project Zero (Harvard Graduate School of Education) to provide a coherent picture of what has been learned about the educational applications of multiple intelligences theory from school projects and formal research over the past decade. The chapters are: (1) "In a Nutshell"; (2) "A Rounded Version" (with Joseph Walters); (3) "Questions and Answers about Multiple Intelligences Theory" (with Joseph Walters); (4) "The Relation of Intelligence to Other Valued Human Capacities"; (5) "A School of the Future" (with Tina Blythe); (6) "The Emergence and Nurturance of Multiple Intelligences in Early Childhood: The Project Spectrum Approach" with Mara Krechevsky); (7) "The Elementary Years; The Project Approach in the Key School Setting"; (8) "Approaching School Intelligently: Practical Intelligence at the Middle School Level" (with Mara Krechevsky); (9) "Disciplined Inquiry in the High School: An Introduction to Arts PROPEL"; (10) "Assessment in Context: The Alternative to Standardized Testing"; (11) "Beyond Assessment: The Aims and Means of Education"; (12) "Intelligences in Seven Phases"; (13) "Engaging Intelligence" (with Mindy Kornhaber and Mara Krechevsky); and (14) "Multiple Intelligences Theory in 2013" (Epilogue). Four appendixes contain acknowledgments, a list of related articles by Howard Gardner, a list of other works about multiple intelligences, and a list of workshop presentations. A name index and a subject index are included. (Contains 402 references.) (SLD)
Basic Books, 10 East 53rd Street, New York, NY 10022-5299 ($18.50). Tel: 800-386-5656; Fax: 303-449-3356; Web site: http://www.basicbooks.com.
Publication Type: Books; Collected Works - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A