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A school is no better than its faculty: Book
Authors Thomas R. Hoerr and Noreen Carol Rolheiser-Bennett in their book "Becoming a Multiple Intelligences School" write that a school is no better than its faculty. In other words, the quality of a school is determined by quality its teachers. The authors hold that teachers have to learn first and then teach. It is better explained by the proverb 'to know something, we must write about it'.

In the book spread over 113 pages, the authors hold that a smart teacher is no longer determined by the score of his or her students in public examination, rather is determined by the fact that how well students have learned in a variety of ways. That means that how multiple intelligences of students have been addressed by the teacher determines the quality of the teacher.

In respect of the book, in his foreword Howard Gardner, the proponent of Multiple Intelligences (MI) theory, says that the book describes a decade's worth of MI experiences at St. Louis' New City School of United States that brought about significant and lasting change in quality of classroom instruction

According to Gardner, it underscores the centrality of collegiality, the problems posed by transient students and faculty, the complementary role played by public exhibitions and standardized test scores, the role of friends in determining the activities and intelligences favoured by children, the delicate line between support and challenge that the leader must walk, the tension between excellence and perfection.

The book, published by the Association for Supervision and Curriculum Development (ASCD), Alexandria, has nine chapters that discuss the theory of MI and its application in classroom instruction and growth teachers and students both. The book has an afterword and some exemplar material described in the appendices.

The book is valuable for innovative teachers and schools as well those working in teacher education institutes.

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