Examination of the role of the multiple intelligences in studies of effective teaching

Abstract

The purpose of this study is to evaluate selected teacher effectiveness research for elements of multiple intelligence (MI) theory. In order to acquire a more holistic picture of the nature of effective teaching, this study explores teacher effectiveness research through a MI framework in the effort to create a better understanding of effective teaching practices. The importance of this research to teachers lies in its attention to how effective teaching is defined and how effective teaching can be better understood. This research also directs focus on a greater awareness of the role of the teacher, especially when jurisdictions are demanding serious evaluations and examinations of teachers' work. The results indicate a large discrepancy between the intelligences and their representation in teacher effectiveness research. Interpretation of the numbers reveals that there is no clear balance in what is being measured or in what has emerged as themes in teacher effectiveness research. The study also indicates future directions for advancing MI theory into the educational system.