Finally, a book about multiple intelligences (MI) theory that answers the questions that all educational innovations must ultimately address: ''What are the results on student achievement?'' ''How were those results achieved?'' This book describes six schools that have used MI theory for five or more years. Through case studies of two elementary, two middle-level, and two high schools, Linda and Bruce Campbell illustrate why markedly different schools large and small, rich and poor, inner-city and suburban looked to MI when they wanted to boost student learning.

In schools with long-term MI programs, achievement gains are impressive; in fact, the disparity between white and minority students is reduced or eliminated. Students at all three levels outperform their district, county, and national peers in basic skills. Such gains are possible even though teachers do not teach to standardized and state assessment tests. Instead, they believe that all students have strengths, and, as a result, students come to believe in themselves as well. Moreover, teachers have discovered that instruction through multiple intelligences is so positive and engaging that students--all students can't help but learn.

This book provides educators who are new to MI theory with solid achievement data and curricular formats to support, inform, and inspire their work. Those who have already worked with MI theory will find encouragement to continue and suggestions for refining their efforts.