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The Adult Multiple Intelligences (AMI) Study investigated how multiple intelligences (MI) theory can support instruction and assessment in adult literacy education across different adult learning contexts. Two interwoven qualitative research projects focused on applying MI theory in practice. One involved 10 teacher-conducted and AMI co-directors-facilitated studies; another was a study across those contexts. Methods included onsite observations, qualitative interviews, and teacher journals. Data analysis in the second study identified these two broad categories of teachers' interpretation: MI-inspired instruction and MI reflections. Findings suggested teachers' MI efforts paid off with high levels of student engagement. Among the MI-inspired instructional practices, projects resulted in the highest levels of authentic instruction, since they related directly to students' experiences. MI theory made topics not grounded in students' lives more meaningful and relevant because students could approach activities from their preferred and strongest intelligences. Choice-based activities were instrumental in increasing the relevance and meaning of lessons and in reducing teacher-directedness. The value of student reflection in building self-confidence and learning-to-learn skills was affirmed. Nine of the 10 teachers implemented some form of MI reflection. Appended are: AMI Study Advisory Council list; AMI Project Application; AMI Teacher Interview and Observation Guide; and Abstracts of the AMI Teachers' Research Reports. (Contains 51 references and 10 figures.) (YLB)

The Adult Multiple Intelligences Study was the first systematic effort related to multiple intelligences (MI) theory in adult literacy education. The study's findings regarding MI theory served as the foundation for a study of MI theory's implications for adult literacy practice, policy, and research. The study was conducted across 10 different adult literacy contexts with different teacher and learner populations. Data were collected through on-site observations, qualitative interviews, and teacher journals. Key findings were as follows: (1) MI efforts can result in high levels of adult learner engagement; (2) choice-based activities increased students' confidence about learning; and (3) connecting MI reflections activities to broader learning goals is important. The following were among the study's implications: (1) teachers must understand MI theory, be able to access it, and be willing to implement diverse learning activities based on it; (2) programs must express institutional support for teachers to engage in and sustain MI-based practices; (3) to reflect MI theory, a policy and accountability system would move beyond current federal funding criteria; (4) the outcome of improved self-efficacy or metacognitive skills could be considered a secondary criterion of an accountability system; and (5) the impact of MI-based interventions on students' self-efficacy and teacher change merit further study. (MN)