可借阅:*
图书馆 | 资料类型 | 排架号 | 子计数 | 书架位置 | 状态 | 图书预约 |
---|---|---|---|---|---|---|
正在检索... Science | Book | LB1060 .C364 1999 | 1 | Stacks | 正在检索... 未知 | 正在检索... 不可借阅 |
正在检索... Science | Book | DIRKS83 | 1 | Reserve desk | 正在检索... 未知 | 正在检索... 不可借阅 |
链接这些题名
已订购
摘要
摘要
Finally, a book about multiple intelligences (MI) theory that answers the questions that all educational innovations must ultimately address: "What are the results on student achievement?" "How were those results achieved?" Multiple Intelligences and Student Achievement describes six schools that have used MI theory for five or more years. Through case studies of two elementary, two middle-level, and two high schools, Linda and Bruce Campbell illustrate why markedly different schools--large and small, rich and poor, inner-city and suburban--looked to MI when they wanted to boost student learning.
In schools with long-term MI programs, achievement gains are impressive; in fact, the disparity between white and minority students is reduced or eliminated. Students at all three levels outperform their district, county, and national peers in basic skills. Such gains are possible even though teachers do not teach to standardized and state assessment tests. Instead, they believe that all students have strengths, and, as a result, students come to believe in themselves as well. Moreover, teachers have discovered that instruction through multiple intelligences is so positive and engaging that students--all students--can't help but learn.
This book provides educators who are new to MI theory with solid achievement data and curricular formats to support, inform, and inspire their work. Those who have already worked with MI theory will find encouragement to continue and suggestions for refining their efforts.
评论 (1)
Choice 评论
Linda and Bruce Campbell explain the successes of six schools (two elementary, two middle, two high) in employing the principles of Howard Gardner's multiple intelligences (MI). Rooted in teacher belief in all students' ability to learn, MI schools offer broad curricular opportunities; one elementary school employs full-time specialists in art, music, dance, media, and computers. MI schools are more expensive (launched with grant funding), require teacher collaboration, offer individual student goal setting, and assess rather than evaluate (journals, portfolios, and summary reports). Included are descriptive charts, e.g., daily schedules, expected student competencies, project descriptions. The authors offer a rationale for employing MI, describe schools (student demographics, nature of instruction and assessment before and after adoption of MI), and conclude with a chapter that lists "learnings" from MI schools. Data show that regardless of the composition of the student body (four schools are more than 50 percent minority; three have high rates of poverty), standardized test scores go up and the achievement gap between minority and majority students is narrowed or eliminated. This book is a promotional piece about six successful schools; missing is any critical analysis of the problems and failures of MI schools. For general readers, undergraduate students, two-year technical program students, and practitioners. W. L. McKinney; University of Rhode Island