Multiple Intelligences: From the Ivory Tower to the Dusty Classroom— but Why?

Kornhaber, Mindy L.

doi:10.1111/j.1467-9620.2004.00319.x

Cited by 34 publications

(19 citation statements)

References 4 publications

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“…However, detractors of the theory believe that it lacks any empirical evidence that would make it suitable for classroom application (Waterhouse, 2006). Some researchers also warn against using the theory because it may be misunderstood (Hoerr, 1996; Kornhaber, Fierros, & Veenema, 2004). For example, Hoerr (1996) argued that teachers tend to expose students to all kinds of intelligences in every lesson, while Kornhaber et al (2004) suggested that teachers tend to utilize only low-level and superficial activities when they use MI theory.…”

mentioning

confidence: 99%

“…Despite the existence of a large body of research that has addressed the employability of MI in classrooms (Anderson, 2007; Armstrong, 2009; Huebner, 2010; Kornhaber et al, 2004; Lash, 2004; Loori, 2005; Richards & Rodgers, 2001; Snider, 2001), few studies have been conducted on foreign language acquisition using MIs, especially in the preschool setting (Campbell et al, 2004; Folse, 2004).…”

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confidence: 99%

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Multiple Intelligences and ESL Teaching and Learning

Ghamrawi

2014

Journal of Advanced Academics

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This study examined teachers’ use of the Multiple Intelligences Theory on vocabulary acquisition by preschoolers during English as a second language (ESL) classes in a K-12 school in Lebanon. Eighty kindergartners (KG II, aged 5 years) and eight teachers constituted the sample. The study used mixed methods, including observations of videotaped sessions, teacher surveys, and student interviews. Results indicated that (a) students acquired new vocabulary faster using traditional methods of teaching; however, their retention of such vocabulary was significantly weaker when compared with the vocabulary acquired in Multiple Intelligence (MI) classes; (b) the MI profile of the teachers was correlated with their teaching styles and lesson delivery; and (c) teachers who used MI in their teaching also had lower usage of higher order thinking skills. The study recommends the utilization of MI in ESL teaching and learning, yet also stipulates some aspects to be taken into consideration.

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confidence: 99%

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confidence: 99%

Multiple Intelligences and ESL Teaching and Learning

Ghamrawi

2014

Journal of Advanced Academics

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“…Gardner (2006) w odpowiedzi przywołuje kilkuletnie badania prowadzone w 41 amerykańskich szkołach przez zespół z Uniwersytetu Harvarda. Badania te, prowadzone zarówno w strategii ilościowej, jak i jakościowej, wskazują na pozytywne rezultaty stosowanych programów wraz z ocenianiem zgodnym z indywidualnym profilem inteligencji ("fair-intelligence" assessment) (Kornhaber, Fierros, Veenema, 2004). Czy wobec tak bogatego materiału badawczego jedynie "nowatorstwo i atrakcyjność programów" mogłoby być przyczyną pozytywnych efektów zastosowania teorii inteligencji wielorakich?…”

Section: Wyższość Psychometrii?unclassified

Metaanaliza krytycznego dyskursu nad teorią wielorakich inteligencji Howarda Gardnera

Tyszkowska

2017

PBE

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Abstract:The article is a reflection on critical discourse pertaining Howard Gardner's theory of multiple intelligences (MI). The disputation between advocates and opponents of this theory has been continued since the day that MI theory was announced. The MI theory has been primarily criticized for the used terminology, the lack of adequate empirical support and psychometric data to proof the existence of multiple intelligences.

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“…Increasingly, teachers are recognising that students learn and excel in a wide variety of ways, and if strengths in their intelligences can be identified, the processes of teaching-learning will be enhanced. A class which offers a variety of learning opportunities increases its students' chances of success [51,54].…”

Section: Conclusion and Future Perspectivesmentioning

confidence: 99%

Multiple Intelligences and Videogames: Intervention Proposal for Learning Disabilities

García‐Redondo¹,

García²,

Areces³

et al. 2017

Learning Disabilities - An International Perspective

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In recent years, there has been much research into the possibilities offered by digital tools for intervention in learning disabilities. The most recent studies have found that these tools can have positive effects on diverse aspects of learning, such as the acquisition of reading, writing, vocabulary and mathematics, as well as improvement of executive functioning and behavioural control skills. Despite the results showing the positive effects of using digital tools for students with learning disabilities, it remains necessary to widen their use in areas such as identification, assessment and intervention as early as possible. Within the current chapter, the application of the conceptual framework of multiple intelligences to the design of educational video games is proposed to facilitate diagnosis and improve intervention success in cases of learning disability. In this regard, a proposed novel tool is presented that may be used for the evaluation and intervention for students with learning disabilities.

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Multiple Intelligences: From the Ivory Tower to the Dusty Classroom— but Why?

Cited by 34 publications

References 4 publications

Multiple Intelligences and ESL Teaching and Learning

Multiple Intelligences and ESL Teaching and Learning

Metaanaliza krytycznego dyskursu nad teorią wielorakich inteligencji Howarda Gardnera

Multiple Intelligences and Videogames: Intervention Proposal for Learning Disabilities

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