ATTITUDES TOWARD A MULTIPLE INTELLIGENCES CURRICULUM

In this study, the impact of a multiple intelligences (MI) curriculum in a large suburban elementary school was examined, Classes were obser ved and parents were surveyed. Students, teachers, parents, and admini strators were interviewed. Qualitative techniques were used in analyzi ng the data derived from the study Three themes emerged from the data: (a) students, teachers, and parents were very positive about the conc ept of multiple intelligences; (b) they were positive about schoolwide implementation, including flow time, activity room, and enrichment cl usters; and (c) classroom implementation of MI concepts was uneven acr oss classrooms. Further implementation of the MI curriculum during a f ollowup year is described, data from standardized testing are presente d, and the importance of the multiple intelligences concept in changin g teacher and student attitudes is highlighted.