Multiple Intelligences Go to School: Educational Implications of the Theory ofMultiple Intelligences

Howard Gardner; Thomas Hatch

Educational Researcher, Vol. 18, No. 8. (Nov., 1989), pp. 4-10.

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http://www.jstor.orgWed Jan 10 22:48:31 2007

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Multiple Intelligences Go to School: Educational Implications of the Theory of MultipleIntelligencesHoward Gardner; Thomas HatchEducational Researcher, Vol. 18, No. 8. (Nov., 1989), pp. 4-10.Stable URL:

http://links.jstor.org/sici?sici=0013-189X%28198911%2918%3A8%3C4%3AMIGTSE%3E2.0.CO%3B2-G

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References

Situated Cognition and the Culture of LearningJohn Seely Brown; Allan Collins; Paul DuguidEducational Researcher, Vol. 18, No. 1. (Jan. - Feb., 1989), pp. 32-42.Stable URL:

http://links.jstor.org/sici?sici=0013-189X%28198901%2F02%2918%3A1%3C32%3ASCATCO%3E2.0.CO%3B2-2

Zero-Based Arts Education: An Introduction to ARTS PROPELHoward GardnerStudies in Art Education, Vol. 30, No. 2. (Winter, 1989), pp. 71-83.Stable URL:

http://links.jstor.org/sici?sici=0039-3541%28198924%2930%3A2%3C71%3AZAEAIT%3E2.0.CO%3B2-H

A Pluralistic View of Early Assessment: The Project Spectrum ApproachCarey Wexler-Sherman; Howard Gardner; David Henry FeldmanTheory into Practice, Vol. 27, No. 1, Becoming a Student. (Winter, 1988), pp. 77-83.Stable URL:

http://links.jstor.org/sici?sici=0040-5841%28198824%2927%3A1%3C77%3AAPVOEA%3E2.0.CO%3B2-9

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