Carolyn M. Callahan
Carol A. Tomlinson
Tonya R. Moon
Ellen M. Tomchin
Jonathan A. Plucker

Project Support to Affirm Rising Talent (START) was a three-year collaborative research effort undertaken jointly by The University of Virginia site of The National Research Center on the Gifted and Talented (NRC/GT) and the public schools of Charlotte-Mecklenburg, North Carolina. The researchers at the NRC/GT and the school personnel agreed to develop a program based on Howard Gardner’s (1983) Multiple Intelligences (MI) theory. The specific purposes of the study were to: (a) develop identification procedures based upon Howard Gardner’s theory; (b) identify high-potential primary age students from culturally diverse and/or low economic backgrounds through use of Gardner’s framework; (c) investigate the reliability and validity of the identification procedures; and (d) test the efficacy of specific interventions on achievement and attitudes about school and self of identified students.

Identified students were assigned to one of three conditions: (a) an experimental condition that consisted of modification of classroom activities and a family outreach program; (b) an experimental condition that consisted of modification of classroom activities, a family outreach program, and a mentorship; or (c) a control group. Assignments to the treatment groups were made according to school the child was attending. Schools had been randomly assigned the condition. Control group students were in all schools, but their teachers were not trained in the intervention procedures and they did not have a mentor and their families were not invited to participate in the family outreach program.

As the staff of the project reflected on the results and implications of this study, we found that we learned many lessons that are not necessarily those related to talent identification and development in particular, but rather to general principles of the change process in schools. First, we found that school administrators in desperation to bring about high achievement may be institutionalizing practices that mitigate against the very change they are seeking. Second, this study unequivocally proves one point: Testing MI or similar theories of multiple intelligences is difficult, and designing instruments to test MI theory or assess multiple intelligences in students involves significant problems that individuals investigating other alternative assessments or theories of intelligence may not encounter.

Reference:

Project START: Using a Multiple Intelligences Model in Identifying and Promoting Talent in High-Risk Students
Carolyn M. Callahan
Carol A. Tomlinson
Tonya R. Moon
Ellen M. Tomchin
Jonathan A. Plucker
 

Conclusions

1. Traditional means of assessment limit views of talent and potential in low income, minority students.
2. Broadened conceptions of giftedness make sense to teachers and help change perceptions and attitudes towards students.
3. Application of multiple intelligence theory leads to optimistic thinking about students and their non-traditional strengths.
4. Multiple intelligence theories provide a framework for the creation of more flexible, student-centered learning environment.
5. Teachers tend not to associate ‘success’ with high maintenance students’ demanding personalities and behavior problems.
6. Recognition and a demonstration of belief in their talents and strengths positively impact students’ attitudes toward themselves and their school.
7. Parents of high-risk students stand in need of, and respond to, positive messages and a change of attitude.
8. Recognition and a demonstration of belief in the talents and strengths of their children positively impact parents’ attitudes toward school.