Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences Howard Gardner; Thomas Hatch Educational 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 Educational Researcher is currently published by American Educational Research Association. Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/journals/aera.html. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is an independent not-for-profit organization dedicated to and preserving a digital archive of scholarly journals. For more information regarding JSTOR, please contact [email protected]. http://www.jstor.org Wed Jan 10 22:48:31 2007
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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.
Educational Researcher is currently published by American Educational Research Association.
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available athttp://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtainedprior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content inthe JSTOR archive only for your personal, non-commercial use.
Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained athttp://www.jstor.org/journals/aera.html.
Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printedpage of such transmission.
JSTOR is an independent not-for-profit organization dedicated to and preserving a digital archive of scholarly journals. Formore information regarding JSTOR, please contact [email protected].
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:
This article references the following linked citations. If you are trying to access articles from anoff-campus location, you may be required to first logon via your library web site to access JSTOR. Pleasevisit your library's website or contact a librarian to learn about options for remote access to JSTOR.
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:
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: