ERIC Number: ED471985
Record Type: RIE
Publication Date: 2002
Open to Interpretation: Multiple Intelligences Theory in Adult Literacy Education. NCSALL Research Brief.
Kallenbach, Silja; Viens, Julie
The Adult Multiple Intelligences Study was the first systematic effort related to multiple intelligences (MI) theory in adult literacy education. The study's findings regarding MI theory served as the foundation for a study of MI theory's implications for adult literacy practice, policy, and research. The study was conducted across 10 different adult literacy contexts with different teacher and learner populations. Data were collected through on-site observations, qualitative interviews, and teacher journals. Key findings were as follows: (1) MI efforts can result in high levels of adult learner engagement; (2) choice-based activities increased students' confidence about learning; and (3) connecting MI reflections activities to broader learning goals is important. The following were among the study's implications: (1) teachers must understand MI theory, be able to access it, and be willing to implement diverse learning activities based on it; (2) programs must express institutional support for teachers to engage in and sustain MI-based practices; (3) to reflect MI theory, a policy and accountability system would move beyond current federal funding criteria; (4) the outcome of improved self-efficacy or metacognitive skills could be considered a secondary criterion of an accountability system; and (5) the impact of MI-based interventions on students' self-efficacy and teacher change merit further study. (MN)
Descriptors: Adoption (Ideas), Adult Basic Education, Adult Learning, Adult Literacy, Classroom Techniques, Cognitive Style, Definitions, Educational Policy, Educational Practices, Educational Principles, Educational Research, Educational Strategies, Guidelines, Intelligence Differences, Learning Processes, Learning Theories, Literacy Education, Multiple Intelligences, Systems Approach, Teaching Methods, Theory Practice Relationship
For full text: http://ncsall.gse.harvard.edu/research/brief21.pdf
Publication Type: Information Analyses
Education Level: N/A
Sponsor: National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.
Authoring Institution: National Center for the Study of Adult Learning and Literacy, Boston, MA.
Grant or Contract Numbers: N/A
Note: For the full report, see CE 083 605 or http://ncsall.gse.harvard.edu/research/report21.pdf.