Open to Interpretation: Multiple Intelligences Theory in Adult Literacy Education

Teachers College Record

Volumn 106, Issue 1, 2004, Pages 58-66

  Kallenbach, Silja ^a,c   Viens, Julie ^b,c  

^a NELRC ^*

^b Project Zero   (United States)

^c HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 1342347473     PISSN: 01614681     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1467-9620.2004.00318.x     Document Type: Conference Paper

References (8)

1. Baum, S., Viens, J., & Slatin, B. (in press). Multiple intelligences in the elementary classroom: Pathways to thoughtful practice. New York: Teachers College Press.
2. Bransford, J., Brown, A., & Cocking R. (Eds.). (2000). How people learn. Washington, DC: National Academy Press.
3. Campbell, L., & Campbell, B. (1999). Multiple intelligences and student achievement: Success stories from six schools. Alexandria, VA: Association for Supervision and Curriculum Development.
4. Chen, J., Krechevsky, M., & Viens, J. (1998). Building on children's strengths: The Project Spectrum experience. New York: Teachers College Press.
5. Gardner, H. (1999). Undisciplined mind. New York: Basic Books.
6. Kallenbach, S., & Viens, J. (Eds.). (2001). Multiple intelligences in practice. Teacher research reports from the Adult Multiple Intelligences Study. Cambridge, MA: National Center for the Study of Adult Learning and Literacy.
7. Kornhaber, M., & Fierros, E. (2000). Project SUMIT (Schools Using Multiple Intelligence Theory). Retrieved October 22, 2003, from http://pzweb/harvard.edu/SUMIT/Default.htm
8. Kornhaber, M., & Krechevsky, M. (1995). Expanding definitions of learning and teaching: Notes from the MI underground. In P. Cookson & B. Schneider (Eds.), Transforming schools. New York: Garland Press.