Abstract
This article draws on research conducted over a 10-year period in an attempt to answer three central questions about the widespread adoption of Gardner's theory of multiple intelligences (MI): Why do educators adopt MI? Once MI is adopted, does anything really change in practice? When educators claim MI is working, what is happening in practice?
| Original language | English (US) |
|---|---|
| Pages (from-to) | 67-76 |
| Number of pages | 10 |
| Journal | Teachers College Record |
| Volume | 106 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2004 |
All Science Journal Classification (ASJC) codes
- Education
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