Multiple Intelligences and Adult Education. Trends and Issues Alert No. 17.

Autor/in	Kerka, Sandra
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Multiple Intelligences and Adult Education. Trends and Issues Alert No. 17.
Quelle	(2000), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bibliografie; Adult Education; Adult Learning; Adult Literacy; Adult Students; Annotated Bibliographies; Cognitive Style; Definitions; Education Work Relationship; Educational Practices; Educational Research; Educational Resources; Educational Technology; Information Sources; Intelligence Differences; Internet; Learning Disabilities; Learning Processes; Learning Theories; Literacy Education; Multiple Intelligences; Special Needs Students; Theory Practice Relationship; Trend Analysis; World Wide Web + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Bibliography; Bibliographies; Bibliografie; Cognitive styles; Kognitiver Stil; Begriffsbestimmung; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Bildungsmittel; Unterrichtsmedien; Information source; Informationsquelle; Learning handicap; Lernbehinderung; Learning process; Lernprozess; Learning theory; Lerntheorie; Intelligenz (Psy); Sonderpädagogischer Förderbedarf; Theorie-Praxis-Beziehung; Trendanalyse; World Wibe Web
Abstract	Howard Gardner and others have continued to expand on Gardner's theory of multiple intelligences (MI), a broad range of abilities people use to learn, solve problems, and create. Whereas most past studies and practical applications of MI theory have focused on learners in grades K-12, recent projects are extending MI to adult education. For example, Shearer has published an adult version of his instrument for measuring MI. In the adult version, three assessments of intellectual style have been added to the scales for the eight intelligences. Much of the work on MI for adults addresses the following areas: (1) adult literacy learners and adults with learning disabilities who may have experienced early schooling failure by being labeled by earlier, more limited conceptions of intelligence; (2) use of MI in the workplace to increase creativity and productivity by enabling workers to use their strengths; and (3) the connection between MI and multimodal learning using technologies such as the World Wide Web. MI theory is not prescriptive, and adult educators must use their own experience to decide how to apply it. An annotated bibliography listing 24 print and Web resources constitutes approximately 75% of this document. (MN)
Anmerkungen	For full text: http://www.ericacve.org/fulltext.asp.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01