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Books on the topic 'Multiple intelligences based instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Spotlighting the strengths of every single student: Why U.S. schools need a new, strengths-based approach. Santa Barbara, Calif: Praeger, 2011.

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2

Multiple intelligences for differentiated learning. Thousand Oaks, CA: Corwin Press, 2002.

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3

Intelligence quest: Project-based learning and multiple intelligences. Eugene, Or: International Society for Technology in Education, 2012.

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4

Project learning for the multiple intelligences classroom. Arlington Heights, Ill: Skylight Training and Pub., 1997.

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5

Active learning handbook: For the multiple intelligences classroom. Arlington Heights, Ill: IRI/Skylight Training and Pub., 1997.

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6

Branton, Shearer C., and Case Karen I, eds. Mindful education for ADHD students: Differentiating curriculum and instruction using multiple intelligences. New York, NY: Teachers College Press, 2009.

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7

Fogarty, Robin. Problem-based learning and other curriculum models for the multiple intelligences classroom. Arlington Heights, IL: IRI/Skylight Training and Publishing, 1997.

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8

Garcia, Fierros Edward, and Veenema Shirley A, eds. Multiple intelligences: Best ideas from research and practice. Boston: Pearson/Allyn and Bacon, 2004.

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9

Forte, Imogene. Curriculum & project planner for integrating learning styles, thinking skills, and authentic instruction. Nashville, TN: Incentive Publications, 2003.

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10

Fāʻilīyat birnāmij qāʼim ʻalá al-dhakāʼāt al-mutaʻaddidah fī rafʻ mustawá taḥṣīl al-qirāʼah ladá talāmīdh al-ṣaff al-thālith bi-marḥalat al-taʻlīm al-asāsī bi-Dawlat al-Imārāt al-ʻArabīyah al-Mutaḥiddah = The effectiveness of a program based on multiple intelligences in raises the reading level of achievement for third grade pupils in U.A.E. Dubayy: Nadwat al-Thaqāfah wa-al-ʻUlūm, 2013.

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11

Marcus, Specht, Dimitrova Vania, and SpringerLink (Online service), eds. Learning in the Synergy of Multiple Disciplines: 4th European Conference on Technology Enhanced Learning, EC-TEL 2009 Nice, France, September 29–October 2, 2009 Proceedings. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009.

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12

Ronis, Diane L. Brain-compatible mathematics. Arlington Heights, IL: SkyLight Training and Pub., 1999.

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13

Brain-compatible mathematics. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2007.

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14

Martin, Hope. Multiple Intelligences and Standards-Based Mathematics. Skylight Pub, 1999.

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15

Performance-Based Learning for the Multiple Intelligences Classroom. Corwin Press, 1999.

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16

Bruce, Campbell. The Multiple Intelligences Handbook: Lesson Plans and More. Iri/Skylight Training & Publishing,, 1994.

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17

Glasgow, Jacqueline. Using Young Adult Literature: Thematic Activities Based on Gardners Multiple Intelligences. Christopher-Gordon Pub, 2001.

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18

1941-, Glasgow Jacqueline, ed. Using young adult literature: Thematic activities based on Gardner's multiple intelligences. Norwood, Mass: Christopher-Gordon Publishers, Inc., 2002.

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19

Standards-Based Lessons for Tech-Savvy Students: A Multiple Intelligences Approach. Linworth Publishing, 2004.

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20

Bruce, Campbell. Handbook of Differentiated Instruction Using the Multiple Intelligences: Lesson Plans and More. Allyn & Bacon, 2007.

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21

Kornhaber, Mindy, Edward Fierros, and Shirley Veenema. Multiple Intelligences: Best Ideas from Research and Practice. Allyn & Bacon, 2003.

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22

Blosch, Edwin L. Pressure-based methods on single-instruction stream/multiple-data stream computers. 1994.

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23

Effects of combining case-based instruction and mindfulness activities on the acquisition, application, and transfer of complex knowledge: An experimental comparison of two multiple-case treatments on vidodisc. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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24

Goodkin, Doug. Sound Ideas: Activities for the Percussion Circle. Alfred Publishing Company, 2002.

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25

Ronis, Diane L. Brain-Compatible Mathematics. Corwin Press, 2006.

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26

Ronis, Diane L. Brain-Compatible Mathematics. Corwin Press, 2006.

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27

Gant, Larry M. Innovative Approaches in Field Instruction and Educational Practice Innovations for Training Social Work Student Interns. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190463311.003.0010.

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Abstract: This chapter describes models and approaches of field instruction used by the UMSSW/TAC. The chapter presents an overview of field instruction models and essential student skills; it discusses the use of traditional field instruction, use of specific student groups (e.g., Community-Based Initiative MSW students, Semester in Detroit undergraduate students), and VISTA volunteers. The chapter outlines the migration of field instruction from UMSSW/TAC staff to community governance organizations. The chapter summarizes the experience of efforts to coordinate multiple courses within the SSW and across institutional partner programs (e.g., Urban Planning and Public Policy). The limits and challenges of field instruction approaches are reviewed; benefits to community residents and the Good Neighborhoods Initiative are discussed. Lessons learned are generated from Foundation, Community Partners, Supervisors, and Students. The chapter ends with thoughts about field instruction as a strategy for community development.

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28

Franz, Carleen, Lee Ascherman, and Julia Shaftel. Learning Disabilities in Written Expression. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0005.

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Writing disabilities have many potential origins, including oral language deficits, motor coordination problems, and reading disabilities. Multiple potential sources of written language problems are described, along with the integrative aspects of the writing process that make it one of the most demanding academic tasks. Remedial interventions vary according to the identified cause of the problem based on the results of the psychoeducational evaluation. Remediation targeting the individual and modifications to classroom instruction may be required. Case studies illustrate three different underlying causes of writing problems. Key among these are motor and spatial skills, general language ability, and comorbid behavioral or reading disorders.

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29

Allen-Meares, Paula, Tina R. Shanks, Larry M. Gant, Leslie Hollingsworth, and Patricia L. Miller. A Twenty-First Century Approach to Community Change. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190463311.001.0001.

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Urban renewal has been the dominant approach to revitalizing industrialized communities that fall into decline. Detroit, with its vast majority Black population and struggling auto industry, encountered such decline. The Skillman Foundation sought to engage in a joint effort to bring Detroit back to its position of strength. With its mission of enhancing the development and well-being of children, Skillman entered partnerships with six Detroit neighborhoods with the largest concentrations of children whose well-being and development was at risk. The Foundation solicited the technical assistance of the University of Michigan School of Social Work. This book introduces readers to the environment within which the work of technical assistance began. The work is placed within a theoretical and practice context. This includes conducting needs assessments at multiple levels, engaging community members in identifying strategies for problem-solving, assistance in developing community goals for immediate and long-term success, and implementing social work field instruction opportunities. Lessons learned and challenges are described as they played out in the process of creating partnerships for the Foundation with community leaders, engaging and maintaining youth involvement, managing roles and relationships with multiple partners recruited by the Foundation for their specialized expertise, and conducting the work of technical assistance within a context of increasing influence of the city’s surrounding systems (political, economic, educational, and social). Readers will note the role of technical assistance in an evolving theory of change. Case vignettes, case-based discussion questions, and additional resources in each chapter provide an excellent opportunity for classroom use.

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30

Rossen, Eric, and Robert Hull, eds. Supporting and Educating Traumatized Students. Oxford University Press, 2012. http://dx.doi.org/10.1093/med:psych/9780199766529.001.0001.

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Combining knowledge of the cognitive and behavioral effects of trauma, evidence-based interventions, educational best practices, and the experiences of veteran educators, this online resource presents a new framework for assisting students with a history of trauma. Designed specifically for busy educators who work with traumatized students daily, it brings together practitioners, researchers, and other experts with backgrounds in education, school psychology, school nursing, school social work, school counseling, school administration, clinical psychology, resilience, and trauma studies to examine the impacts of numerous traumatic experiences on school-aged children and youth. It provides practical, effective, and implementable strategies and resources for adapting and differentiating instruction, modifying the classroom and school environments, and building competency for students affected by trauma, and chapters offer techniques and strategies designed for all types of educational environments and in the context of multiple potential sources of trauma.

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31

Rossen, Eric, ed. Supporting and Educating Traumatized Students. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190052737.001.0001.

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Traumatic or adverse experiences are pervasive among school-aged children and youth. These experiences undermine students’ ability to learn, form relationships, and manage their feelings and behavior. Meanwhile, educators and school-based professionals often remain unaware of the complex needs of their students or how to meet them within the hours of the typical school day, all while possibly dealing with their own stressors. Supporting and Educating Traumatized Students: A Guide for School-Based Professionals provides a practically oriented tool for understanding and assisting students with a history of trauma. Designed specifically for professionals in mental health and education settings, this volume combines content and expertise from practitioners, researchers, and other experts with backgrounds in education, school psychology, school social work, school administration, resilience, school policy, and trauma. The book provides a thorough background on current research in trauma and its impact on school functioning; administrative and policy considerations; and a broad set of practical and implementable strategies and resources for adapting and differentiating instruction, modifying the classroom and school environments, and building competency for students and staff impacted by trauma. Rather than provide complex treatment protocols, the chapters in this book offer simple techniques and strategies designed for all types of educational environments within the context of multiple potential sources of trauma. Supporting and Educating Traumatized Students is an essential resource for classroom teachers, administrators, and school-based professionals, as well as courses that address crisis, trauma, and education across a broad spectrum of specializations.

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