Becoming a Multiple Intelligences School.

Autor/in	Hoerr, Thomas R.
Institution	Association for Supervision and Curriculum Development, Alexandria, VA.
Titel	Becoming a Multiple Intelligences School.
Quelle	(2000), (129 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-87120-365-0
Schlagwörter	Leitfaden; Change Agents; Change Strategies; Collegiality; Educational Improvement; Educational Practices; Educational Theories; Elementary Education; Excellence in Education; Faculty Mobility; Friendship; Instructional Innovation; Instructional Leadership; Intelligence; Multiple Intelligences; Private Schools; Student Evaluation; Teacher Administrator Relationship; Theory Practice Relationship; Transient Children; Missouri (Saint Louis) + Suchen Sie Ihr Suchwort? Lösungsstrategie; Kollegialität; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Educational theory; Theory of education; Bildungstheorie; Elementarunterricht; Lernerfolg; Freundschaft; Educational Innovation; Bildungsinnovation; Instruction; Leadership; Bildung; Erziehung; Führung; Intelligenz; Klugheit; Intelligenz (Psy); Private school; Privatschule; Schulnote; Studentische Bewertung; Theorie-Praxis-Beziehung
Abstract	The motivation to help students learn has moved many educators to explore multiple intelligences (MI) theory as a tool to help more children succeed. This book relates a decade of experiences in applying MI theory at New City School, an independent St. Louis elementary school. Directed toward educational leaders, the book focuses on the centrality of collegiality, the problems posed by transient students and faculty, the complementary role played by public exhibitions and standardized test scores, the role of friends in determining activities favored by the students, the delicate line between support and challenge that leaders must walk, and the tension between excellence and perfection. Chapter 1 provides an overview of MI theory, defining the intelligences and contrasting MI to traditional notions of intellect. Chapter 2 describes New City School and its path to implementing MI. Chapter 3 presents Barth's model of collegiality and offers specific suggestions for developing collegiality within schools. Chapter 4 focuses on alternative student assessment techniques. Chapter 5 deals with school-wide strategies for implementing MI and ways to look creatively at the school day and school year. Chapter 6 focuses on the personal intelligences. Chapter 7 addresses the changes that take place as MI is being implemented. Chapter 8 looks at leading faculty and offers steps that can be taken to help teachers grow. Chapter 9 speculates on the future of MI and how it might be implemented over the next decade. The book's four appendices include an MI inventory and a sample progress report. Contains 35 references. (KB)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC