Multiple Intelligences Research

1- AERA MI-SIG: MI Research Database

The MI-SIG is a Special Interest Group of the American Education Research Association. Its mission is to provide a forum for discussing and disseminating research related to the multiple intelligences. It maintains a database of dissertations and master's theses of research pertaining to the multiple intelligences. It also sponsors an annual program at the AERA conference where researchers may share the results of their work.

2- Project Zero

You can visit this home of the theory of multiple intelligences for historical and ongoing research and theory development.

3- Project SUMIT:

Mindy Kornhaber and colleagues completed an extensive research of over 40 MI-inspired schools and their results are summarized in the book, Best Practices in Multiple Intelligences. Allyn and Bacon,

4- Special MI Issue of Teachers College Record, January, 2004. TCRecord: Home

Branton Shearer edited this collection of MI-related papers from the 20^th anniversary commemoration of the publication of Frames of Mind at the 2003 annual conference of AERA. Authors include: Michael Posner, Howard Gardner,

5- Multiple Intelligences and Student Achievement: Success Stories from Six Schools by Bruce and Linda Campbell, ASCD, 1999.

In this short volume available from www.ascd.org the authors provide detailed analysis of the benefits of MI theory to the students and teachers in six schools.

MIDASâ„¢ Certification: Researchers may become certified to use the MIDAS by reading either the Professional Manual or the MIDAS Handbook and then submit the completed User Certification Form. Training workshops are also available online through Kent State University: www.personal.kent.edu/~sbranton. The Professional Manual provides general guidelines for MIDASâ„¢ use in a wide variety of settings (rehabilitation, clinical psychology, career counseling, etc.) and contains extensive technical data including reliability / validity statistics and scale development information. The MIDASâ„¢ Handbook provides less technical data but more information regarding appropriate MIDASâ„¢ use in the classroom.

Researchers may choose the book that is most appropriate for their situation and background.

Scoring Answer Forms: The researcher will mail completed answer forms to MI Research and Consulting, Inc. 1316 S. Lincoln St., Kent, Ohio 44240 U.S. for scanning, scoring and profiling. In most cases, the individual profiles in bulk will be emailed back to the researcher. Researcher may also request that the data (main scales, subscales scores and item responses) be imported into a database (SPSS) for statistical analysis at no extra charge. In most instances, scored profiles are returned via email to the researcher within one week, however, circumstances may delay this by a week or more. If a researcher needs to have profiles returned by a specific date then s/he needs to indicate this date on the Application Form or via email prior to mailing in the completed answer forms.

Translations: Researchers interested in using or adapting The MIDASâ„¢ for use in countries outside the USA should submit a research and development plan to the author. It is important that validity procedures be incorporated in these proposals. Include the following details: translators' name with credentials, supervisor of student(s), timeline, validity and reliability procedures, purpose and goals. Plans for use of the MIDASâ„¢ following the end of research should be described.

The translator will provide final translations in an electronic file to the author. The author's name shall appear on all MIDASâ„¢ materials as the holder of copyright privileges. Translator's name shall also be included.

MIDASâ„¢ Research Application:

Name: ______________________________________________________________

Organization:_________________________________________________________

Address: ____________________________________________________________

Phone: ________________________ Fax.: ________________________________

Return email address: _________________________________________________

(type or print VERY clearly)

Number to be administered __________ Age of all participants: _______________

Time line: Begin _______________ End __________________

Will you need data included in a database (SPSS): yes __ no __ or Excel_______

Is there a required date for emailing scored profiles? ________________________

Special Requests: ____________________________________________________

Title of Research Project:_______________________________________________

ORDER FORM

Basic Research Kit

Select one:

___ The MIDAS: A Professional Manual, or

___ The MIDAS Handbook: MI in the Classroom

Choose-  Administration Type:

_____ Online MIDAS System (OMS)

_____ paper questionnaire and scannable answer forms

# amount:  Age Group:

_____ MIDAS: adults / college students

_____ Teen-MIDAS (15 - 19 years)

_____ All About Me (10 - 14 years)

_____ My Young Child (4 - 9 years)

Research Grants: A limited number of Research Grants are available for qualified students / researchers in need to support worthwhile efforts. Please attach a letter of explanation and desired grant amount.

Please attach a Brief Summary of your Research Project to this Application, including the following:

>MIDAS Research Project Title:

1. Research Hypothesis
2. Objectives
3. Methods
4. Participants
5. Timeline

I understand it is a requirement of this Application that I provide a summary of my research results to the author immediately upon completion by _______________ (estimated date).

The author has my permission to include my research summary or proposal with attribution in a MIDASâ„¢ database or MI Newsletter or other publication.
Yes: _______ No: ________

People interested in this research may contact me for further information: Yes __ No____

I understand that MIDASâ„¢ Research Kit materials may not be altered or used for commercial / educational purposes without written permission of the author.

________________________________ ____________

signed dated

All MIDASâ„¢ materials are protected by international copyright laws.

Translations

Researchers interested in creating a translation of The MIDASâ„¢ should contact the author for permission and a description of the recommended steps toward validation. The author retains copy right to the MIDASâ„¢ intellectual property and the primary researcher can be named as creator of the translation. Plans for follow-up use of the MIDASâ„¢ for either research, scholarly or commercial purposes need to be approved by the author. Translators need to be aware that The MIDASâ„¢ uses a computerized, complex scoring program to generate individual profiles. This is currently available only in English. Considerable support is necessary to use and maintain The MIDASâ„¢. Ongoing use of the assessment requires institutional support from either a test publisher or university.

Please complete these Certification questions after you have become familiar with the multiple intelligences and the MIDAS administration procedures.

MIDASâ„¢ Certification Questions

1) What is the definition of intelligence as developed by Howard Gardner?

2) What are 3 or 4 of the criteria used by H. Gardner to identify each intelligence?

3) Name the 8 intelligences and give examples of their domain skills?

4) What is the difference between an "intelligence" and a "domain"?

5) What are your goals for using The MIDASâ„¢ Profile to assist students / teachers?

Goal 1:

Goal 2:

Goal 3:

 6) Who will be mainly responsible for administering MIDASâ„¢ and guiding students in its interpretation?

 Position:

7) What kind of training will this person(s) receive?

8) Will teachers also be trained in understanding / using students' profile? If so, how?

9) Will parents be involved in understanding MI and their child's MIDASâ„¢ profile? If so, how?

10) People often mistake The MIDASâ„¢ for a "test."  How will you describe the difference to them?

11) How will you ensure that students understand the difference between IQ and MI and can name the 8 intelligences?

12) How will students be guided in verifying their MIDASâ„¢ Profiles and then using the information?

 Who will do this? _________________________________  How many sessions? ___

13) Students (and teachers / parents) often misconstrue the meaning of MIDASâ„¢ scores and use simplistic labeling (e.g., "Oh, I got a score of 61% in Spatial so I'm a Spatial person and I'm not Linguistic because my score is only 58%.").  How will you try to prevent this and guide students to a deeper understanding of their MIDASâ„¢ strengths and weaknesses? 

                  MIDAS Researchers List 2004

          Many people are doing research with The MIDAS in numerous different countries. The following is a partial list of current researchers and project titles. For a more complete listing click here.

- Rosa Del Valle, Puerto Rico, Predominant intelligence and its relationship with the academic performance of the technical careers or applied sciences, red31@prtc.net

- Michaela Schulte-Mathmann, Germany, Validating a German MIDAS Translation to be Used with Business Managers, w.mathmann@bluewin.ch

- Paddington, Carol, Colorado, Multiple Intelligences and Leadership, Z3flyer@earthlink.net

- Allison Baer, Kent State, Teaching Literature through Visual-spatial Activities, readerbaer@neo.rr.com

- Virtop Sorin-Avram, Romania, Enhancing Motivation Using MI, sorinavram2003@yahoo.com

- Mania Spentzou, Athens, Greece, Creating a Greek Translation of MIDAS-KIDS, mziridis@ziridis.gr

- Joy  Short, St. Louis, A Cross cultural Investigation of MI in University Level Nutrition Students, shortje@slu.edu

- Kari Hazen, CA, Evaluating Student's Language Arts Performance using a variety of MI strategies vs. a strictly Visual Publisher's Strategies, karihzn@aol.com

- Amber Mills, ND, Comparing MI Profiles and Students' GPAs, amberjoymills@yahoo.com

- Edmund McGrath, Ireland, Assessing MI Profiles of Students in Ireland, carabbeycbs@eircom.net

- Declan Kelly, Ireland, MI-inspired Instructional Approaches, dkelly@ncirl.ie