MI at 25: Assessing the Impact and Future of Multiple Intelligences for Teaching and Learning - Tapa blanda

 
9780807749999: MI at 25: Assessing the Impact and Future of Multiple Intelligences for Teaching and Learning
Tapa blanda
ISBN 10: 0807749990 ISBN 13: 9780807749999
Editorial: Teachers' College Press, 2009

Sinopsis

Featuring a variety of viewpoints from the most prominent experts of our time in the fields of education, psychology, and neuroscience, ""MI at 25"" addresses vital issues in the acceptance and implementation of Multiple Intelligences. Are there convincing arguments and evidence supporting the validity of the theory of MI? Is MI truly a scientific theory that will survive the test of time? What is the impact and contribution of MI theory to classroom practice, school design/reform, and the success of individual students? What are the cultural barriers to MI-inspired educational practices and research initiatives? This important book provides a much-needed corrective that balances and deepens our knowledge of MI, in contrast to the typical 'pro' or 'anti'-multiple intelligences rhetoric. Careful readers will come away with crucial information to help them improve their teaching practice, develop more effective curricula, and become lifelong learners.

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Acerca del autor

Branton Shearer is a neuropsychologist, the creator of the Multiple Intelligences Developmental Scales, and the author of several books, including MIndful Education for ADHD Students: Differentiating Curriculum and Instruction Using Multiple Intelligences.

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Editorial
Teachers' College Press
Año de publicación
2009
Idioma
Inglés
ISBN 10 
0807749990
ISBN 13 
9780807749999
Encuadernación
Tapa blanda
Número de páginas
144
Editor
Shearer Branton
Contacto del fabricante
no disponible
Persona responsable
no disponible

Otras ediciones populares con el mismo título

9780807750001: MI at 25: Assessing the Impact and Future of Multiple Intelligences for Teaching and Learning

Edición Destacada

ISBN 10:  080775000X ISBN 13:  9780807750001
Editorial: Teachers' College Press, 2009
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