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--></style><title>re:request for multiple intelligences
research</title></head><body>
<div><font face="Arial" color="#200403"><b>Learner-Centered
Instruction and Multiple Intelligences</b></font><font
face="Times New Roman" size="+1" color="#200403"><br>
<br>
</font><font face="Arial" color="#200403">In<i> Learner-Centered
Instruction and the Theory of Multiple Intelligences with Second
Language Learners,</i> Marjorie Hall Haley presents the results of an
action research study of 23 teachers and 650 students from eight
states and three countries. The study applied Howard Gardner's theory
of multiple intelligences (MI) to foreign and English language
learners in grades K-12 by:</font><font face="Times New Roman"
size="+1" color="#200403"><br>
<br>
*<x-tab>
</x-tab></font><font face="Arial" color="#200403">Introducing the
concept of multiple intelligences, administering an informal MI
survey; and</font><font face="Times New Roman" size="+1"
color="#200403"><br>
*<x-tab> </x-tab></font><font face="Arial"
color="#200403">Creating and disseminating instructional strategies
and assessments that accommodate multiple intelligences.</font><font
face="Times New Roman" size="+1" color="#200403"><br>
<br>
<br>
</font><font face="Arial" color="#200403">A second phase of the study
focused on teachers' understanding and use of MI in the classroom, and
the degree to which they viewed the application of multiple
intelligences strategies as effective.</font><font
face="Times New Roman" size="+1" color="#200403"><br>
<br>
</font><font face="Arial" color="#200403">To assess the effectiveness
of MI strategies, students were assigned to either a
quasi-experimental group (lessons incorporated MI theory and were more
learner centered) or a quasi-control group (lessons were more teacher
centered). "Results showed that students in experimental groups
receiving MI-based instruction outperformed those in the control
groups" (p. 171).</font><font face="Times New Roman" size="+1"
color="#200403"><br>
<br>
</font><font face="Arial" color="#200403">Marjorie Hall Haley is
associate professor of education, George Mason University. Her article
appears in the January 2004 issue of Teachers College Record (volume
16, 1, pp. 163-180).</font><font face="Times New Roman" size="+1"
color="#200403"><br>
<br>
<br>
</font><font face="Arial" color="#200403">For information,
contact:</font></div>
<div><font face="Arial" color="#200403">Teachers College Box 103<br>
Columbia University<br>
525 West 120th Street<br>
New York, NY 10027<br>
Email: tcrecord@exchange.tc.columbia.edu<br>
<u>http://www. TCRecord.org</u></font><font face="Times New Roman"
size="+1" color="#200403"><br>
<br>
</font></div>
<div><tt>-- </tt></div>
<div>Greta Vollmer, Asst. Professor<br>
<br>
Department of English<br>
1801 E.Cotati Ave.<br>
Sonoma State University<br>
Rohnert Park, CA 94928<br>
greta.vollmer@sonoma.edu<br>
(707) 664-2504</div>
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