Multiple intelligences : the theory in practice / Howard Gardner.

By:

Gardner, Howard

Material type: Text

TextPublication details: New York, NY : Basic Books, c1993.Description: xvi, 304 p. ; 25 cmISBN:

046501822X
0465018211

Subject(s):

DDC classification:

370.15 GAR

Holdings
Item type	Current library	Call number	Status	Date due	Barcode
Standard Loan	LSAD Library Main Collection	370.15 GAR (Browse shelf(Opens below))	Available		39002000099987

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Enhanced descriptions from Syndetics:

Howard Gardner's brilliant conception of individual competence is changing the face of education today. In the ten years since the publication of his seminal Frames of Mind , thousands of educators, parents, and researchers have explored the practical implications of Multiple Intelligences (MI) theory--the powerful notion that there are separate human capacities, ranging from musical intelligence to the intelligence involved in understanding oneself. Multiple Intelligences: The Theory in Practice brings together previously published and original work by Gardner and his colleagues at Project Zero to provide a coherent picture of what we have learned about the educational applications of MI theory from projects in schools and formal research over the last decade.

Includes bibliographical references and indexes.

Table of contents provided by Syndetics

Introduction (p. xi)
Introductory Note (p. 2)
Chapter 1 In a Nutshell (p. 5)
Chapter 2 A Rounded Version (p. 13)
Chapter 3 Questions and Answers about Multiple Intelligences Theory (p. 35)
Chapter 4 The Relation of Intelligence to Other Valued Human Capacities (p. 49)
Introductory Note (p. 64)
Chapter 5 A School of the Future (p. 68)
Interlude the Two Rhetorics of School Reform: Complex Theories versus the Quick Fix (p. 81)
Chapter 6 The Emergence and Nurturance of Multiple Intelligences in Early Childhood: the Project Spectrum Approach (p. 86)
Chapter 7 The Elementary Years: the Project Approach in the Key School Setting (p. 112)
Chapter 8 Approaching School Intelligently: Practical Intelligence at the Middle School Level (p. 119)
Chapter 9 Disciplined Inquiry in the High School: an Introduction to Arts Propel (p. 134)
Interlude on Implementing Educational Programs: Obstacles and Opportunities (p. 154)
Part III Assessment and Beyond: the Components of an Mi Education (p. 156)
Introductory Note (p. 158)
Chapter 10 Assessment in Context: the Alternative to Standardized Testing (p. 161)
Interlude A: Portfolio Approach to College Admissions (p. 184)
Chapter 11 Beyond Assessment: the Aims and Means of Education (p. 187)
Introductory Note (p. 210)
Chapter 12 Intelligences in Seven Phases (p. 213)
Chapter 13 Engaging Intelligence Coauthored by Mindy Kornhaber and Mara Krechevsky (p. 231)
Epilogue: Multiple Intelligences Theory in 2013 (p. 249)
Appendices (p. 252)
Appendix A Acknowledgments, References, Collaborators, and Funders (p. 254)
Appendix B Related Articles Authored or Coauthored by Howard Gardner (p. 281)
Appendix C Other Works about the Theory of Multiple Intelligences (p. 285)
Appendix D Workshop Presentations (p. 294)
Name Index (p. 298)
Subject Index (p. 301)

Author notes provided by Syndetics

Howard Gardner is Hobbs Professor of Cognition and Education and Adjunct Professor of Psychology at Harvard University; Adjunct Professor of Neurology at the Boston University School of Medicine; and Codirector of Harvard Project Zero. He lives in Cambridge, Massachusetts.

(Bowker Author Biography)