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MI theory is used to generate practical classroom suggestions, and teachers’ evaluations document how the initiative shaped instruction. Reported outcomes include increased student interest, motivation, recall, and deeper understanding, alongside higher attainment and improved self-esteem. 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(2014). Multiple Intelligences Theory, Action Research, and Teacher Professional Development: The Irish MI Project. Australian Journal of Teacher Education, 39 (4).  \n[http://dx.doi.org/10.14221/ajte.2014v39n4.8](http://dx.doi.org/10.14221/ajte.2014v39n4.8)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss4/8](http://ro.ecu.edu.au/ajte/vol39/iss4/8)  \nAustralian Journal of Teacher Education  \nMultiple Intelligences Theory, Action Research, and Teacher Professional Development: The Irish MI Project  \nJoan Hanafin  \nIndependent Scholar  \n[j](j.hanafin@ucc.ie)[.hanafin@ucc.ie](j.hanafin@ucc.ie)  \nAbstract: This paper presents findings from an action research project that investigated the application of Multiple Intelligences (MI) theory  \nin classrooms and schools. It shows how MI theory was used in the  \nproject as a basis for suggestions to generate classroom practices;  \nhow participating teachers evaluated the project; and how teachers  \nresponded to the professional experience. Teachers reported  \nsuccessful student outcomes including more interest and motivation, better recall and deeper understanding, higher attainment, improved self-esteem, and more fun and enjoyable classroom experiences. For teachers themselves, the project was a challenge. They needed more  \nplanning time, more persistence, more collegiality, and more  \nmanagement support. All involved in the project found the experiment  \nworthwhile, exciting, and a stimulus for radical change in their  \npedagogic practice and thinking. Teachers renamed and extended  \nexisting practices to include MI approaches and this led to a methodsshift and, ultimately, to indications of a mind-shift. It was apparent in  \nthe Irish MI Project that the premising of curriculum content and  \ndelivery, state certificate assessment, school organisational practices,  \nand attitudes on a narrow, untenable and unfair construct of  \nintelligence can result in educational exclusion and disadvantage for many students. Thus, it is suggested that the agency of intelligence in  \neducational failure merits attention.  \nIntroduction  \nThis paper presents findings from an Irish action research MI project that investigated MI theory-in-use in classrooms and schools. It shows how MI theory was used in the project as a basis for suggestions to generate classroom practices, how participating teachers evaluated the project, and how teachers responded in a personal professional context to the experience of the MI initiative. It then goes on to consider some of the implications of the findings from the study for educational policy and practice in Ireland. It suggests that an interrogation of intelligence would provide a worthwhile additional and alternative lens with which to view and understand educational disadvantage. It is hoped that this position, in turn, might be instructive beyond the Irish context.  \nThe paper is in five parts. First, the theory of MI and the Irish background are outlined. Secondly, the Irish MI project is described. Thirdly, it shows how MI theory was used in classrooms. Fourthly, teachers’ responses to the MI experiment are detailed. Finally, the findings are discussed.  \nVol 39, 4, April 2014 126  \nAustralian Journal of Teacher Education  \nMI Theory and the Irish Background  \nThe idea of intelligence as a general and measurable ability, with “innately determined limits, differing markedly from one individual to another and parallel to those inhuman bodily development”(Chitty 2011, p.238) was born in 1869 with the publication of Francis Galton’s book, Hereditary Genius. In the latter part of the twentieth century, constructs of intellige","cbCaipvBUy8QoIBa","https://ap.wps.com/l/cbCaipvBUy8QoIBa","pdf",140832,18,"English","# Abstract\n# Introduction\n# MI Theory and the Irish Background","[{\"question\":\"What is the main focus of the Irish MI action research project?\",\"answer\":\"The project investigated how Multiple Intelligences (MI) theory was applied in classrooms and schools, using it to generate classroom practices and examining teachers’ responses to the initiative.\"},{\"question\":\"How did teachers evaluate the MI initiative?\",\"answer\":\"Teachers evaluated the project as a learning experience and reported that it was worthwhile and exciting, while also noting practical needs such as more planning time, persistence, collegiality, and management support.\"},{\"question\":\"What student outcomes were reported from applying MI approaches?\",\"answer\":\"Teachers reported more interest and motivation, better recall and deeper understanding, higher attainment, improved self-esteem, and enjoyable classroom experiences.\"}]","Multiple Intelligences Theory, Action Research, and Teacher Professional Development: The Irish MI Project | PDF",1792077474,45]