LEADER 03887nam 2200577Ia 450 001 9910783570403321 005 20230422044234.0 010 $a0-87120-543-2 010 $a1-4166-0179-1 010 $a9786610932993 010 $a1-280-93299-6 035 $a(CKB)1000000000242029 035 $a(MiAaPQ)EBC280292 035 $a(MiAaPQ)EBC3002105 035 $a(MiAaPQ)EBC4948033 035 $a(Au-PeEL)EBL3002105 035 $a(CaPaEBR)ebr10070399 035 $a(OCoLC)57225166 035 $a(Au-PeEL)EBL4948033 035 $a(CaONFJC)MIL93299 035 $a(EXLCZ)991000000000242029 100 $a19991013d2000 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aBecoming a multiple intelligences school$b[electronic resource] /$fThomas R. Hoerr 210 $aAlexandria, Va. $cAssociation for Supervision and Curriculum Development$dc2000 215 $axii, 113 p. $cill 300 $a"ASCD Stock No. 100006"--T.p. verso. 311 $a0-87120-365-0 311 $a1-4166-0178-3 320 $aIncludes bibliographical references (p. 107) and index. 327 $aThe theory of multiple intelligences -- The New City School journey -- Collegiality : learning and growing together -- Assessing and reporting student growth -- Creative routes to MI -- The importance of the personal intelligences -- The phases of MI implementation -- Supporting teacher growth with leadership -- What's next? : the future of MI. 330 $aIn this invaluable book, Tom Hoerr relates a decade's worth of MI experiences at St. Louis's New City School. We learn about the staff's initial exposure to MI theory, the many activities (some more successful than others) that were undertaken by faculty and staff in teaching, curriculum, adult development, and assessment; the challenges that the leader faces in attempting to bring about significant and lasting change. Especially compelling are the continuing efforts to develop the personal intelligences during a period when issues of diversity, multiculturalism, and standards loom so large.Hoerr underscores the centrality of collegiality, the problems posed by transient students and faculty, the complimentary role played by public exhibitions and standardized test scores, the role of friends in determining the activities (and intelligences) favored by the children the delicate line between support and challenge that the leader must walk, the tension between excellence and perfection. I value the concrete examples, as well as the ties to important conceptual work, such as that undertaken by Roland Barth on collegiality, Peter Salovey on emotional intelligence, and Peter Senge on the learning organization.Achieving excellence has always been a process. Hoerr makes it abundantly clear that the effort to use MI ideas effectively must remain on the agenda. Still, I can testify that, over a 10-year period, clear, palpable, impressive progress can be made. We can improve schools significantly, but only if we take the long view and do not settle for patch work fixes.Thomas R. Hoerr is the director of the New City School in St. Louis, Missouri. Under Hoerr's leadership, the faculty began implementing the theory of multiple intelligences in 1988. 606 $aMultiple intelligences$vCase studies 606 $aCognitive styles in children$vCase studies 606 $aCurriculum planning$vCase studies 615 0$aMultiple intelligences 615 0$aCognitive styles in children 615 0$aCurriculum planning 676 $a370.15/2 700 $aHoerr$b Thomas R.$f1945-$01105310 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910783570403321 996 $aBecoming a multiple intelligences school$93769580 997 $aUNINA