Writings
by Clifford Morris

---

Morris, C.  (1991a, May/June).  The classroom in your home. Teaching Today, 9(5), 19-20.

Morris, C.  (1991b, Sept./Oct.)  Cures for boring book reports. Teaching Today, 10(1), 29.

Morris, C.  (1991c, Jan./Feb.).  Word processing: Literacy's missing link. Teaching Today, 9(3), 14-15. Reprinted in "Manitoba Association of Resource Teachers", 10(4), 8-9.

Morris, C.  (1992a, Sept./Oct.).  Gardner's multiple intelligences in our classrooms: Our students are smarter than we think: Part I  Teaching Today, 11(1), 25-26.

Morris, C.  (1992b, Nov./Dec.).  Gardner's multiple intelligences in our classrooms: Our students are smarter than we think: Part II  Teaching Today, 11(2), 27-28.

Morris, C.  (1992c, May/June).  Gray power. Teaching Today, 10(5), 17.

Morris, C.  (1993a, Mar. 6).  Empirical identification of the seven intelligences proposed by Gardner. Poster presented at the Seventh Annual Graduate Students Symposium, Faculty of Education, University of Ottawa.

Morris, C.  (1993b, Jan./Feb.).  Gardner's multiple intelligences in our classrooms: Our students are smarter than we think: Part III Teaching Today, 11(3), 25-26.

Morris, C.  (1993c).  Identification of perceptions of Gardner's profiles of multiple intelligences by grade eight students. Unpublished Master's of Arts thesis, University of Ottawa, Ottawa, Ontario.

Morris, C.  (1994a, Mar. 7).  HOW are you SMARTER?  Poster presented at the Eighth Annual graduate student's symposium, University of Ottawa.

Morris, C.  (1994b, Nov. 5).  HOW are your children SMARTER?  Presentation given at the Association for Bright Children (ABC), Saturday Morning Take-off special parent series: Bright children: Yet learning is a challenge, Immaculata High School, Ottawa.

Morris, C.  (1995).  Lev Semenovich Vygotsky: Psychology's first metacognitivist. [Review of The Vygotsky Reader by René van der Veer & Jean Valsiner]. Unpublished manuscript, University of Ottawa, Ottawa, Ontario.

Morris, C.  (1996, Mar. 21).  An exploratory study of the levels of agreement on Howard Gardner's Multiple Intelligences Profiles between Teachers and their Best Friends  Poster presented at the First Annual Jean-Paul Dionne Symposium, University of Ottawa.

Morris, C.  (1997a, June).  Children with special needs have different kinds of minds.  Phi Delta Kappa News, University of Ottawa Chapter 0195, pp. 3-5.

Morris, C.  (1997b, Nov. 1).  Howard Gardner's Multiple Intelligences Model.  Workshop presented at the Annual "From the Field" Series, Teacher Education, Faculty of Education, University of Ottawa, Ottawa, Ontario.

Morris, C.  (1997c, June 8).  Many kinds of minds Symposium conducted at the First Nations Education Conference for Parents with Special Needs Children, Kitigan Zibi Education Council, Maniwaki, Quebec.

Morris, C.  (1997d, May).  Robert J. Sternberg on the contextual nature of intelligences. Phi Delta Kappa News, University of Ottawa Chapter 0195, pp. 3-5.

Morris, C.  (1997e, Mar. 1).  Special Education: Learning Styles and Multiple Intelligences. Workshop presented at the Annual "From the Field" Series, Teacher Education, Faculty of Education, University of Ottawa, Ottawa, Ontario.

Morris, C.  (1997f, Nov. 1).  Teachers and research: Building bridges. Workshop presented at the Annual "From the Field" Series, Teacher Education, Faculty of Education, University of Ottawa, Ottawa, Ontario.

Morris, C.  (1998a, Mar. 26).  Investigating the role of an elementary school special education teacher using Howard Gardner's Multiple Intelligences (MI) model: A phenomenological study. Poster presented at the Third Annual Jean-Paul Dionne Symposium, University of Ottawa.

Morris, C.  (1998b, Feb./Mar.).  Vygotsky's zone of proximal development. Phi Delta Kappa News, University of Ottawa Chapter 0195, p. 6.  To view a picture containing an image et al of Vygotsky, click here.

Morris, C.  (1999a, Fall).  Career Development and Multiple Intelligences. In National Consultation on Career Development  (NATCON) Papers 1999  (pp. 43-51).  Toronto: University of Toronto Press.

Morris, C.  (1999b, Jan. 26).  Howard Gardner's Multiple Intelligences May Enhance Career Development.  Paper presented at the 25th National Consultation on Career Development (NATCON) Conference, Government Conference Centre, Ottawa, Canada.

Morris, C.  (1999c).  Journal of Human Intelligences  The Journal of Human Intelligences (JOHI) is currently a quarterly (Winter, Spring, Summer and Fall) electronic-only publication. Initially published from 1999 to 2003 as The MI News, the JOHI now publishes a wider range of writings associated with the overall nature of human intelligences, including book reviews, educational research, classical writings in the history of general intelligences, scholarly reports from the broad areas of developmental education and cognitive psychology. The Journal aims to attract publication from a diversity of theoretical and methodological perspectives, encompassing research and scholarship relevant to understanding the numerous theories about our many intelligences across all age groups, cultural perspectives and educational settings. As the Editor, I recognize that while a number of outlets for general intelligence, or g, exists within most major countries, there does not appear to be a medium specializing in the dissemination of reports from the perspectives of human intelligences. JOHI aims to provide such a medium.

Morris, C.  (1999d, Sept.).  Pictures of Our Minds [Review of Intelligence Reframed: Multiple Intelligences for the 21st Century].

Morris, C.  (2000, Jan. 25).  Career Development Scenario Cards for Self Profiling Howard Gardner's Multiple Intelligences.  Paper presented at the 26th National Consultation on Career Development (NATCON) Conference, Government Conference Centre, Ottawa, Canada.

Morris, C.  (2000a, September).  Different windows into the same room: Howard Gardner's multiple intelligences  [Review of Becoming a Multiple Intelligences School by Thomas R. Hoerr, Multiple Intelligences and Student Achievement: Success Stories from Six Schools by Linda Campbell and Bruce Campbell, Multiple Intelligences in the Classroom, 2nd Edition by Thomas Armstrong, and ADD/ADHD Alternatives in the classroom by Thomas Armstrong].  Professionally Speaking, 81-83.  To access a short review of all of the above books, scroll down to "Reviews" and again scroll down to the third review.

Morris, C.  (2000b, March).  Book Review of Intelligence Reframed: Multiple Intelligences for the 21st Century.  Professionally Speaking, 54-55.

Morris, C.  (2001a, Jan. 22).  Howard Gardner's Multiple Intelligences and Career Development.  Paper presented at the 27th National Consultation on Career Development (NATCON) Conference, Government Conference Centre, Ottawa, Canada.

Morris, C.  (2001b, November).  The multiple intelligences of Howard Gardner

Morris, C.  (2006a).  A book review of Doing a Doctorate in Educational Ethnography Edited by Geoffrey Walford, Kidlington, Oxford UK: Elsevier Science Ltd. 2002. 214 pp. ISBN 0-7623-0906-7.  The book Doing a Doctorate in Educational Ethnography provides the reader with a first-rate introduction to the qualitative research school of educational ethnography from multiple contexts and theoretical perspectives. In all, eleven ethnographic researchers contributed. I found the 214-pages of this book to be a well-arranged series of stories of post-graduate students who undertook a qualitative research study to complete their doctoral dissertations.

Morris, C.  (2006b).  Being Smarter than Others  A book review of Being Smart About Gifted Children: A Guidebook for Parents and Educators by Dona J. Matthews and Joanne F. Foster with a foreword by Rena F. Subotnik © 2005 Scottsdale, Arizona:  Great Potential Press (formerly Gifted Psychology Press) 424 pp.  ISBN 0-910707-66-9 (Paperback).  The book Being Smart About Gifted Children: A Guidebook for Parents and Educators provides the reader with an outstanding overview of the current state of gifted education from multiple contexts and theoretical perspectives. Authors Drs. Matthew and Foster, both experienced gifted educators, do a remarkable job creating the "best possible learning fit" (p. 189) for gifted children.

Morris, C. (2006c).  Remembering the Father of Neuropsychology  A book review of The Autobiography of Alexander Luria: A Dialogue with The Making of Mind with an accompanying DVD Archive by Michael Cole, Levitin, Karl, & Alexander Luria  (Eds.).  New Jersey: Lawrence Erlbaum Associates, Publishers. xvi + 276 pp.  BF109.L87C65  2005  ISBN: 0-8058-5499-1  Paperback.  The book The Autobiography of Alexander Luria A Dialogue with The Making of Mind is dedicated to Alexander Romanovich Luria, one of the most prominent Russian scientists of the 20th century. For some forty years, Luria conducted research with great success on the functions of the brain such as analyzed the changes in function as a result of local brain lesions, attention, learning and forgetting and perception. As his academic life spanned a sizeable section of the last one hundred years, this expanded and revised autobiography gives readers a glimpse on the development of neurology and psychology in Russia. Thus, I feel that this 'new' version will be of great interest to an ever expanding number of Luria followers.

Morris, C.  (2006d).  Brains, Minds and Intelligences  A book review of The Cambridge Handbook of Thinking and Reasoning by Keith Holyoak and Robert Morrison  (Eds.) New York: Cambridge University Press.

Morris, C. & Dionne, J. P.  (1993a, June).  A qualitative analysis of Gardner's dimensions for intermediate students. Paper presented at the 21st Annual Meeting of The Canadian Society for the Study of Education, Carleton University, Ottawa, Canada.

Morris, C. & Dionne, J. P.  (1993b, Dec.).  Perceived Cognitive Interests by Grade Eight Pupils Within Howard Gardner's Framework. Paper presented at the 35th Annual Meeting of The Ontario Educational Research Council (OERC) (ONTERIS Microfiche Reproduction Service No. 95-05970), Toronto, Canada.

Morris, C., & LeBlanc, R.  (1996, Spring).  Multiple intelligences: Profiling dominant intelligences of grade eight students. McGill Journal of Education, 31(2), 119-141.