Exploring the Implementation of Multiple Intelligences Theory in Teaching Practices at St. Catherine's Anglican School in Sydney, Australia: A Case Study

Abstract

This case study explores the implementation of the theory of multiple intelligences in teaching practices at St. Catherine's Anglican School in Sydney, Australia. The research employed a qualitative approach, utilizing semi-structured interviews, classroom observations, and document analysis to gain an in-depth understanding of the school's integration of Gardner's framework. The findings revealed a holistic approach that recognizes and nurtures the diverse intellectual capacities of students through tailored instructional methods, professional development opportunities, and a supportive leadership team. While challenges were encountered, the implementation has had a positive impact on student engagement, academic performance, and a sense of belonging. The case study contributes to the ongoing discourse on innovative and inclusive teaching practices, offering insights into the practical applications and potential benefits of embracing multiple intelligences in educational settings.