Attitudes Toward a Multiple Intelligences Curriculum

Abstract

Abstract In this study, the impact of a multiple intelligences (MI) curriculum in a large suburban elementary school was examined. Classes were observed and parents were surveyed. Students, teachers, parents, and administrators were interviewed. Qualitative techniques were used in analyzing the data derived from the study. Three themes emerged from the data: (a) students, teachers, and parents were very positive about the concept of multiple intelligences; (b) they were positive about schoolwide implementation, including flow time, activity room, and enrichment clusters; and (c) classroom implementation of MI concepts was uneven across classrooms. Further implementation of the MI curriculum during a follow-up year is described, data from standardized testing are presented, and the importance of the multiple intelligences concept in changing teacher and student attitudes is highlighted.