Investigating commonalities among elementary schools that have implemented the theory of multiple intelligences: A guideline for the 21st century.

@mastersthesis{weiner2001,
  title = {Investigating commonalities among elementary schools that have implemented the theory of multiple intelligences: A guideline for the 21st century.},
  author = {Weiner, Andrea},
  year = {2001},
  abstract = {The purpose of the study was to examine the commonalities among twenty elementary schools in the United States that have implemented the theory of multiple intelligences for three years or more. Due to the absence of pedagogical guidelines and educational approaches to this theory, this study was intended to provide effective strategies for future application in curriculum implementation and teacher collaboration, instructional methodology, and academic assessment.;The research design employed in this qualitative study was the survey method. The data collection instruments used were two cross-sectional surveys. Twenty school principals participated in the study through completing a phone interview questionnaire survey. To further elaborate upon the information provided by the principals, teacher questionnaires were sent to two or more third or fourth grade teachers per school. A content analysis was performed on the principal interviews and teacher questionnaires to assess the data results. This data was triangulated through an ethnographic study of three elementary schools selected out of the twenty participating schools.;Through understanding how teachers, principals, parents, and students responded in an environment into which the theory of multiple intelligences was incorporated, a set of commonalities was identified. These commonalities led to the development of a set of guidelines that contains effective strategies for implementing the theory of multiple intelligences in an educational setting. Among the most prevalent guidelines found were the following: monthly inservice days for teacher collaboration on MI curricular ideas, incorporation of an integrated arts program that enhances an MI curriculum, usage of self-selected student projects, computer assisted instruction, and MI learning centers as instructional methods, encouragement of students to recognize and identify their different intelligences, incorporation of the eight intelligences with understanding and depth, and the use of authentic-based assessments as much as possible.;The investigator recommends for future research a study to examine the achievement factors in MI schools and compare the results to non-MI schools. The researcher recommends for future practice the use of multiple intelligences in the classroom which supports teachers in identifying students' strength intelligences and the opportunity to view each student from a strength perspective.},
  language = {English},
}