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1
Gurcay, Deniz. "The Effect Of Multiple Intelligences Based Instruction On Students." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/2/1209907/index.pdf.
Full textAbstract:
The main purpose of this study is to compare the effects of the Multiple
Intelligences based instruction versus traditional instruction on ninth grade students'physics achievement. MI inventory, Attitude Scale Toward the Content &ldquo
Coulomb&rsquo
s Law&rdquo
, Multiple Choice Physics Achievement test on the content &ldquo
Coulomb&rsquo
s Law&rdquo
, and MI based Physics Achievement rubric were used as measuring tools. The study was conducted with 268 ninth grade public high school students in Sincan district in the spring semester 2002-2003. There were two teachers and their eight classes in this study. MI inventory, Attitude Toward the Content &ldquo
Coulomb&rsquo
s Law&rdquo
, and Multiple Choice Physics Achievement test were administered as pretest to both experimental and control groups. Then, students in experimental groups were iv exposed to the MI based lessons. Students in experimental classes were grouped with respect to the students&rsquo
strongest intelligences in Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Interpersonal intelligence dimensions. In control groups, traditional teaching method was used. After three weeks treatment, all the students were posttested with the same tests. In experimental groups, students&rsquo
MI based physics achievement was measured on the last treatment week. The data were analyzed using SPSS by multivariate analyses of covariance (MANCOVA). According to the results of this study, multiple intelligences based instruction made significant effect on students&rsquo
physics achievement on the content &ldquo
Coulomb&rsquo
s Law&rdquo
with respect to the traditional method. However, multiple intelligences based instruction showed no significant effect on students&rsquo
physics attitude toward the content &ldquo
Coulomb&rsquo
s Law&rdquo
with respect to the traditional method.
2
Sakir, Tuncay. "The Effect Of Multiple Intelligences Based Instruction On Students." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615457/index.pdf.
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The main purpose of this study was to compare the effectiveness of multiple intelligences based instruction (MIBI) over traditionally designed instruction on ninth grade students&rsquoachievement in the unit of basic compounds of living organisms concepts and attitude toward biology as a school subject. In addition, the effect of gender difference on achievement in the unit and attitudes toward biology were investigated. Students&rsquo
science process skills were also investigated. 59 ninth grade students from two different classes taught by the same teacher at a public Anatolian high school in Kirsehir were enrolled in the study during first semester of 2011-2012 academic years. The classes were randomly assigned as control group and experimental group. While control group students were instructed by traditionally designed biology instruction, the experimental group students were instructed with MIBI over a period of ten weeks. Basic compounds of living organisms achievement test and attitude scale toward biology were given to both groups as a pre-test and post-test. Science Process skills test was given at the beginning of the study to determine students&rsquo
science process skills. Interviews were hold with some students in the experimental group and the teacher to get their opinions about the implementation of MI based instruction. Multivariate Analysis of Covariance (MANCOVA) was used to analyze the data. The results of the study revealed that MIBI compared to traditional instruction was more effective to improve students&rsquo
achievement in the unit of basic compounds of living organisms. However there was no significant effect of MIBI on students&rsquo
attitude toward biology. Moreover there was no significant effect of gender difference on both students&rsquo
achievement in the unit and attitudes toward biology. The results of interview showed that both students and the teacher had positive opinions toward MIBI.
3
Akbas, Aydin. "The Effects Of Multiple Intelligences Based Instruction On Sixth Graders&." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/1005867/index.pdf.
Full textAbstract:
The purpose of the study was to investigate the effects of multiple
intelligences based instruction on sixth grade students�
science achievement, and attitudes towards science. This experimental research was conducted in the 2nd term of 2002 &
#65533
2003 educational year with sixth graders in METU Ankara College Primary School, and lasted for three weeks. A randomly chosen class was assigned to the experimental group and instructed by Multiple Intelligences Science Instruction, and the other randomly chosen class was assigned to the control group and instructed by Traditionally Designed Science Instruction. A total 50 students&
#65533
scores were used for the analyses. Two classes were instructed with the same teacher. The background of the teacher was sufficient to apply multiple intelligences teaching strategies from the seminars that the teacher had been participated. The measuring tools were Science Achievement Test and Science Attitude Scale. Also an interview were made with the teacher of the groups. The pilot study was conducted with 57 sixth grade students in Atatü
rk Primary School in Nigde. According to the results of the pilot study, some questions were revised in Science Achievement Test. Science Achievement Test and Science Attitude Scale were administered twice as pretest before the treatment and as posttest after the treatment to both groups to assess and compare the effectiveness of two different types of instruction utilized in science teaching. The data obtained from the posttests were analyzed by statistical techniques of multivariate analyses of covariance (MANCOVA). Results of the statistical analyses indicated that multiple intelligences science instruction was more effective than traditionally designed science instruction with respect to science achievement. However, the statistical analyses failed to show any significant differences between the experimental and control group&
#65533
s attitudes towards science. The teacher of the groups had positive views and opinions about the implementation of the theory.
4
Mettler, Kathleen. "ADHD and Multiple Intelligences: Does a Pattern Exist?" ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1227.
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Attention Deficit Hyperactivity Disorder (ADHD) has typically been treated with a deficits-based response while most research has ignored any intelligence differences between the subtypes, despite differing symptomology. This quantitative study explored whether or not a distinct pattern of intelligences existed within each of the subtypes or presentations of ADHD: inattentive (IT), hyperactive (HT), and combined (CT). Using Gardner's multiple intelligences theory, data were collected via an online, self-administered survey from a sample of 132 participants, over 18 years of age, with IT, HT, and CT ADHD. The goal was to identify the most predominant of 8 different strengths or intelligences. Predominant intelligence types were measured through the completion of the online Multiple Intelligences Developmental Assessment Scale (MIDAS). Discriminant function analysis was used to interpret differences and combinations among predictors through identification of interdependency and pattern delineation. Study results failed to identify a distinct pattern of a relationship between the types of intelligence and ADHD subtypes. Further research is needed in the area of identifying the strengths of individuals diagnosed with ADHD in an effort to shift treatment and intervention responses to a more strengths-based perspective, possibly impacting individual, academic, and social success for those with ADHD.
5
Snider, Allyn. "A classroom preferences questionnaire based on the theory of multiple intelligences." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4426.
Full textAbstract:
A questionnaire based on Gardner's Theory of Multiple Intelligences was developed and administered to forty-five second grade students in three different classrooms. Sections of the fifty-eight item questionnaire dealt with students' preferences for certain classroom activities, methods of learning, and modes of social interaction. Each student's responses were summarized to create an individual profile, indicating preference for linguistic, mathematical, and/ or spatial activity. In addition, students' preferences for receptive and/ or expressive methods of learning, and for working by themselves, with peers, or with adults were profiled.
6
Bilgin, Koken Elmas. "The Effect Of Multiple Intelligences Based Instruction On Ninth Graders Chemistry Achievement And Attitudes Toward Science." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607413/index.pdf.
Full textAbstract:
The main purpose of the study was to compare the effectiveness of multiple intelligences theory based instruction (MITBI) and traditional science instruction (TSI) on 9th grade students’
understanding of chemical bonding concept and attitudes toward chemistry. In the study, 50 ninth grade students from two classes of Genç
Osman high school in Ankara were used. 25 of the students were assigned as experimental group and the other 25 as control group. They were instructed by the same teacher. The study was conducted during May of 2005. The groups were selected from eight 9th grade classes of Genç
Osman High School randomly. The students are at the ages between 14 and 16. The group which was assigned as experimental group was instructed by multiple intelligences theory based instruction (MITBI) whereas the other group was traditionally instructed. This experimental study took a period of three weeks. To determine the effectives of multiple intelligences based instruction over traditional science instruction, an achievement test about chemical bonding concept which consisted of 25 items were administered and an attitude scale toward chemistry developed by Geban et al., was applied. Science Process Skill Test was administered to investigate the relationship between the students&
#8217
science process skills and their achievement. For the statistical analysis, t-test, and Analysis of Covariance (ANCOVA) were used. The results showed that students who were instructed by multiple intelligences theory based instruction were achieved higher than the ones which were instructed by the traditional science instruction about chemical bonding concept. There was also a significant difference between the students instructed with Multiple Intelligences Theory Based Instruction (MITBI) and the students instructed with traditional science instruction (TSI) with respect to the attitudes of students toward chemistry. There was no significant difference between the attitudes and achievement of female students and that of male students. Students&
#8217
science process skills had no greater contribution to their success.
7
Clench, Renate. "Howard Gardner's multiple intelligences theory, outcomes-based education and curriculum implementation in South Africa : a critique of music education in the general education and training phase." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1218.
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This study examines the current curriculum for primary schools in South Africa – Curriculum 2005 (C2005) and the subsequent Revised National Curriculum Statement (RNCS), with Outcomes-Based Education (OBE) as its fundamental educational approach - with specific reference to the place of music education in it. While the underlying principles and scope of this curriculum has many positive attributes, numerous studies have shown that there are still major stumbling blocks in the way of its successful implementation. Since the emphasis of the Arts and Culture Learning Area is on the nurturing of generic values and attitudes towards culture, it does not provide for sufficient development of subject-specific musical skills and knowledge. Instead this vital form of musical learning continues to be provided in the form of extra-curricular music programmes by those few schools who have the staff expertise and the funding to do so. Music therefore remains accessible only to the privileged few. .Although C2005 encourages and requires significant levels of integration in Learning Outcomes and Assessment Standards within and across Learning Areas, this is currently one of the least successful aspects of its implementation. This lack of success, it is argued, is in part the result of severe limitations in the training of teachers and the availability of necessary resources in schools, and in part the result of the curriculum’s own limited interpretation of integration. Psychologist Dr Howard Gardner’s Theory of Multiple Intelligences is a holistic approach to education that stresses, amongst other things, that Musical Intelligence is one of eight vital forms of intelligence that should be accessible to all children. It is argued that educational approaches based on Gardner’s Multiple Intelligences Theory provide some insights into the integration of Musical Intelligence with other forms of learning that may usefully be applied in C2005.
8
Davis, Cassandre. "All Students Are Not Equal: A Case Study of Geometry Teachers’ Instructional Strategies When Trained in Multiple-Intelligence-Based Practices in Secondary Classrooms." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/114.
Full textAbstract:
Over 50% of secondary students failed the geometry end-of-course test in a Florida school district, indicating a need to improve academic performance. Secondary school students’ learning characteristics and the effectiveness of teachers’ instructional strategies are imperative to educational success. In this qualitative case study, geometry teachers’ instructional strategies, as defined by the Marzano Causal Teacher Evaluation Model, were explored once teachers were informed of students’ multiple intelligences and trained in multiple-intelligence-based lessons. Participants were 2 geometry teachers and 15 secondary geometry students in a traditional public school. Using Howard Gardner’s multiple intelligences theory and the van Hiele model of learning geometry, the researcher analyzed interviews, observations, and teachers’ lesson plans to shed light on teachers’ use of multiple intelligence data and training. Significant conclusions emerged from the findings of the case study. First, teachers’ dominant intelligences shape the use of instructional strategies. Second, multiple intelligences were used to personalize instruction, create a student-centered classroom environment, and nurture student engagement among secondary geometry learners. Lastly, when instructors taught based on students’ van Hiele levels, 5 of 8 intelligences are excluded. Teachers used strategies steeped in spatial, logical, and linguistic intelligences to teach students how to draw, think, and write. Strategies for students with interpersonal, intrapersonal, musical, naturalist, and kinesthetic intelligences were excluded. Based on the conclusions of the study, educators have new information on ways to make geometry instruction more inclusive for their diverse learning population. Education stakeholders are also enlightened with what may be missing in geometry classrooms and impeding student success.
9
Davidsen, Deborah. "Effect of Differentiated Instruction on Reading Comprehension of Third Graders." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5848.
Full textAbstract:
The performance measures from the Progress in International Reading Literacy Study revealed no measurable growth in the U.S. average reading scores of 4th graders for the period between 2011 and 2016. Therefore, the diverse learning needs of students need to be customized if the education system is to accomplish its goal to graduate well-informed individuals capable of sustaining a lifestyle conducive to a democratic society. The purpose of this study was to investigate the effect of differentiated instruction on 3rd graders' reading comprehension. The theoretical foundation for this teaching approach was Vygotsky's zone of proximal development. The research question focused on a comparison of differentiated and nondifferentiated instruction and the effects on 3rd graders' Partnership for Assessment of Readiness for College and Careers (PARCC) reading comprehension scores. In this cross-sectional, quasi-experimental causal comparative study with N = 128 3rd-grade students, archival PARCC reading scores for the years 2015, 2016, and 2017 were analyzed with several 2-tailed independent sample t tests to determine the differences between the groups. The students in the experimental group (n = 64) received differentiated instruction, students in the non-experimental group received nondifferentiated instruction (n = 64). The duration of the intervention lasted for the entire school year. The statistical analysis results revealed that differentiated instruction significantly improved the students' PARCC reading scores in all 3 years. The intimation for positive social change is allowing stakeholders to provide opportunities to teachers to learn and apply differentiated instruction for their students, thus helping them to become proficient readers, which in turn might increase the human capital contributing to and competing in a global society.
10
Jones, Michaela T. "A Multiple Intelligences Approach to Spelling Instruction." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143478801.
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11
Jones, Marcella Patricia. "Differentiating Instruction Through Multiple Intelligences in a Middle School Mathematics Classroom." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4226.
Full textAbstract:
Eighth grade students at a middle school in a southern state were required a mathematics pass rate of 67.6% to meet annual yearly progress (AYP). Black and Hispanic students performed below the required pass rate on state assessments; thus, the school did not make AYP from 2007-2010. In an attempt to address low test scores in mathematics, the principal assigned 1 teacher to implement multiple intelligences (MI) instructional strategies, while the other teachers (n = 3) would use traditional strategies. The purpose of this qualitative bounded, descriptive case study was to identify students' MI preferences through an MI inventory, to observe which MI strategies students used to solve problems, and to compare unit pre- and posttest scores of students who received MI strategies instruction with students who received a traditional approach. Gardner's MI theory served as the framework. Students' chosen MI included logical-mathematical, visual, and bodily kinesthetic as evidenced by students' tallied MI preferences and lesson observations. Classroom observations were analyzed with thematic analysis using open coding. Observation data revealed that students used MI techniques that aligned with their preferred intelligences to solve mathematics problems. According to unit test scores, Black and Hispanic students in the MI classes scored higher on the unit test than Black and Hispanic students in the more traditional classrooms. Based on the findings of this study, a mathematics professional development project was designed to help teachers improve instruction. These endeavors may contribute to positive social change for Black and Hispanic students when teachers design mathematics lessons using students' preferred MI to improve student achievement.
12
Estrada, Silva Diedreann. "Teachers' handbook for implementing learning styles through multiple intelligences." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2328.
Full textAbstract:
The purpose of this project was to provide teachers with different teaching assessement, tools, approaches, and strategies. The context of this problem was to address the need to develop a teacher handbook proposal entitled Teachers' Handbook For Implementing Learning Styles Through the Multiple Intelligences.
13
Brahams, Yvonne Rae. "Development of a social studies curriculum reflecting Howard Gardner's theory of multiple intelligences." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1424.
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14
Kafanabo, Eugenia J. "An investigation into the interaction between multiple intelligences and the performance of learners' in open-ended digital learning tasks." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-07162008-082830/.
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15
Alhajri, Rana Ali. "Integrating multiple individual differences in web-based instruction." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/8514.
Full textAbstract:
There has been an increasing focus on web-based instruction (WBI) systems which accommodate individual differences in educational environments. Many of those studies have focused on the investigation of learners’ behaviour to understand their preferences, performance and perception using hypermedia systems. In this thesis, existing studies focus extensively on performance measurement attributes such as time spent using the system by a user, gained score and number of pages visited in the system. However, there is a dearth of studies which explore the relationship between such attributes in measuring performance level. Statistical analysis and data mining techniques were used in this study. We built a WBI program based on existing designs which accommodated learner’s preferences. We evaluated the proposed system by comparing its results with related studies. Then, we investigated the impact of related individual differences on learners’ preferences, performance and perception after interacting with our WBI program. We found that some individual differences and their combination had an impact on learners' preferences when choosing navigation tools. Consequently, it was clear that the related individual differences altered a learner’s preferences. Thus, we did further investigation to understand how multiple individual differences (Multi-ID) could affect learners’ preferences, performance and perception. We found that the Multi-ID clearly altered the learner’s preferences and performance. Thus, designers of WBI applications need to consider the combination of individual differences rather than these differences individually. Our findings also showed that attributes relationships had an impact on measuring learners’ performance level on learners with Multi-ID. The key contribution of this study lies in the following three aspects: firstly, investigating the impact of our proposed system, using three system features in the design, on a learner’s behavior, secondly, exploring the influence of Multi-ID on a learner’s preferences, performance and perception, thirdly, combining the three measurement attributes to understand the performance level using these measuring attributes.
16
Sarrazine, Angela Renee. "Addressing astronomy misconceptions and achieving national science standards utilizing aspects of multiple intelligences theory in the classroom and the planetarium." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3178473.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, Dept. of Currulum and Instruction, 2005.Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2093. Adviser: William J. Boone. "Title from dissertation home page (viewed Nov. 27, 2006)."
17
Perez, Dennis Derne. "The effects on student performance related to the contributions of the multiple intelligences theory." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1668.
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18
Abarca, Ulloa Giovanna, Marian González, Nathalie Joignant, Carolina Oyarzo, Ambar Romero, Isis Sanhueza, and Daniela Silva. "A close look at l2 learning: from individual differences to multiple intelligences and brain based studies." Tesis, Universidad de Chile, 2005. http://repositorio.uchile.cl/handle/2250/110267.
Full textAbstract:
Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa.Since the second half of the twentieth century a significant paradigm shift has taken place in second language education, namely, the shift from positivism to post-positivism, and from behaviourism to cognitivism. In science, in general, when a paradigm shift, like this one occurs, we look at things from a different perspective since we focus on different aspects of the phenomena in our lives. In the case of language pedagogy, specifically, we found a move away from the tenets of behaviourist psychology and structural linguistics towards a cognitive, and later, towards a sociocognitive psychology. We also witness a more contextualised meaning-based view of language.
19
Phelps, Julie Meer. "Supplemental Instruction in a Community College Developmental Mathematics Curriculum: A Phenomenological Study of Learning Experiences." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3556.
Full textAbstract:
Mirroring the changing demographics of the nation, the community college student population continues to grow in size and in diversity. Almost half of all students who enter these institutions need at least one remedial course, which is often developmental mathematics. Developed in 1973, Supplemental Instruction (SI) has quickly gained recognition as an academic support program that is used to aid student performance, retention, and academic success. This dissertation used a phenomenological approach to identify factors that motivated students' attendance and subsequent learning experiences in SI sessions associated with developmental mathematics. Sources of data included five rounds of interviews (three with SI learners and two with SI leaders), a Multiple Intelligence Inventory, and statistical information from the referent community college. Study findings revealed eight themes that characterized motivating factors for attending these optional instructional sessions. Moreover, nine themes emerged from the data regarding types of activities learners experienced in SI. Findings suggest that SI helps create a climate of achievement for learners taking developmental mathematics in a community college setting.Ph.D.
Department of Educational Studies
Education
Education: Ph.D.
20
Akkus, Cikla Oylum. "The Effects Of Multiple Representations-based Instruction On Seventh Grade Students'." Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605615/index.pdf.
Full textAbstract:
The purpose of this study was to investigate the effects of multiple representations-based instruction on seventh grade students’
algebra performance, attitudes toward mathematics, and representation preference compared to the conventional teaching. Moreover, it was aimed to find out how students use multiple representations in algebraic situations and the reasons of preferring certain modes of representations. The study was conducted in four seventh grade classes from two public schools in Ankara in the 2003-2004 academic year, lasting eight weeks. For assessing algebra performance, three instruments called algebra achievement test, translations among representations skill test, and Chelsea diagnostic algebra test were used. To assess students&
#8217
attitudes towards mathematics, mathematics attitude scale, to determine students&
#8217
representation preferences before and after the treatment representation preference inventory were administered. Furthermore, as qualitative data, interview task protocol was prepared and interviews were carried out with the students from experimental and control classes. The quantitative analyses were conducted by using multivariate covariance analyses. The results revealed that multiple representations-based instruction had a significant effect on students&
#8217
algebra performance compared to the conventional teaching. There was no significant difference between the experimental and control groups in terms of their attitudes towards mathematics. The chi square analyses revealed that treatment made a significant contribution to the students&
#8217
representation preferences. The results of the interviews indicated that the experimental group students used variety of representations for algebra problems and were capable of using the most appropriate one for the given algebra problems.
21
DeRoest, Gary Eugene. "How People With Multiple Sclerosis Experience Web-Based Instructional Technologies." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7375.
Full textAbstract:
People with the autoimmune disease multiple sclerosis (MS) have few options for
educational activities. Although web-based instruction may be a viable option, little is known about how people with MS perceive this form of learning. The purpose of this qualitative study was to understand the experiences of people with MS regarding web- based instruction. The 3 learning structures--differentiated instruction, collaborative learning, and assistive technology--provided the conceptual framework for this research. Nine volunteers from the Pacific Northwest area of the United States who have MS were individually interviewed for this basic qualitative study. Transcripts were analyzed using open, axial, and selective coding. The results indicated that all participants found personal and professional benefits of their experience with web-based instruction and used course management systems to successfully communicate with instructors or peers. Participants also noted that these management systems did not directly aggravate their MS disease symptoms. Findings from the study may be useful information to individuals with MS for effectively managing their educational choices. This study's results could also be used by learning institutions to improve the access to education and allow individuals with MS to more fully participate in training opportunities.
22
Mullican, Carey. "Multiple Intelligences in the Text: Examining the Presence of MI Tasks in the Annotated Teacher's Editions of Four High School United States History Textbooks." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4178.
Full textAbstract:
The current state of the social studies classroom comprises one of uninspired students using unexciting textbooks as their guide for learning U.S. history (Hope, 1996; NCES, 1993; Banks, 1990; Wakefield, 2006). With multiple intelligences gaining popularity in education, renewed hope exists for social studies to produce quality textbooks with differentiated instruction to reach all learners. The purpose was to design a rubric for measuring the presence of multiple intelligences structured tasks in teacher's editions of four 11th grade U.S. history textbooks. Using 1995 to 2007 as a purposeful sample of consistent authorships and similar publications, the study looked at teacher's editions of U.S. history textbooks to create a reliable and valid rubric for measuring the presence of multiple intelligences tasks in the teacher's editions of four high school history textbooks. Using this analytical rubric, the researcher analyzed trends of tasks offered in teacher's editions of textbooks to determine whether multiple intelligences tasks were being offered. Findings suggested that teacher's editions do reflect a MI/directive framework over a non-directive framework, with MI/directive tasks appearing much more frequently. However, linguistic/verbal tasks were more likely to appear as the MI/directive task of choice over other categories. Changes were noted in number of tasks found in mid-1990s editions to mid-2000s editions with a decrease in verbal/linguistic and spatial/visual tasks in The Americans. Yet Pathways to the Present saw an increase in spatial/visual tasks. Hence, it is implied that textbook publishers have not embraced MI whole-heartedly and have not met all learner's needs in terms of curriculum design. Furthermore, textbooks authors and publishers need to incorporate more variety in learning tasks to include other categories of multiple intelligences.
23
Taylor, Bonnie. "Supporting Children's Multiple Intelligences While Teaching Florida's Sunshine State Standards in the Early Childhood Classroom: Making the Connection Using MI-Based Strategies." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/810.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucfBachelors
Education
Early Childhood Education
24
Malaman, Amanda Staten. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Content-Based Language Classes" and "Multiple Skills in One Class"." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3109.
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Under the direction of Dr. Lynn Henrichsen, a group of students has developed numerous units for the Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) program. This program is currently located on a website and will someday be published in book and DVD format. These units provide general training for novice teachers who teach domestically or abroad. With little or no training, volunteer English language teachers are often left with questions that BTRTESOL strives to answer in its 52 units. As this audience may or may not have university education or heavy commitment, these units are kept short and to the point with easy to read and understand language. The program uses a minimalist approach so each unit includes only "The least you should know" while connecting users to additional resources in a "where to go to learn more" section. This master's project describes the creation, evaluation and revision of two units for the BTRTESOL program, "Content-Based Language Classes" and "Multiple Skills in One Class." The first unit introduces the idea of integrating content teaching and language teaching into one course. In addition, it explains different types of scaffolding and teaching techniques that will aid novice teachers in creating successful content-based instruction courses. The second unit will help teachers to integrate different linguistic modalities into one course. Suggestions on how to pick themes, manage class time, and plan lessons are addressed
25
O'Neill, John. "COMPUTERIZED BEHAVIORAL SKILLS TRAINING, SELECTION-BASED INSTRUCTION, LAG REINFORCEMENT SCHEDULES, AND THE EMERGENCE OF TOPOGRAPHY-BASED RESPONSES TO INTERVIEW QUESTIONS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1099.
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This investigation evaluated a computerized behavioral skills training package for teaching responses to interview skills by adolescents and young adults with learning disabilities. The package consisted of instructional videos, video-modeling, rehearsal, feedback, and selection-based instruction. Experiment 1 replicated and extended recent research which has suggested that a selection-based protocol operating on a lag schedule of reinforcement is an effective and efficient method for teaching responses to interview questions (O’Neill, Blowers, Henson, & Rehfeldt, 2015; O’Neill & Rehfeldt, 2014). The purpose was to address some of the limitations of these studies while testing the limits of the selection-based protocol in promoting topography-based responses to interview questions by adolescents and young adults with learning disabilities. Experiment 2 evaluated the efficacy of the computerized behavioral skills training protocol while simultaneously comparing the basic package to an identical package plus the selection-based protocol from Experiment 1. This experiment attempted to isolate the additive effect of selection-based instruction from that of computerized behavioral skills training for teaching topography-based responses to interview questions by adolescents and young adults with learning disabilities.
26
Cloete, D. J. "'n Ondersoek na die fasilitering van verskillende leerstyle en meervoudige intelligensies tydens koöperatiewe leer en groepaktiwiteite in hoër onderwys." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-02042005-081807/.
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Presley, Arzu Irfan. "An Investigation Of The Teaching-learning Process Based On Multiple Intelligence Theory In A High- School Biology Course." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12606229/index.pdf.
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This study sought to investigate the effects of multiple intelligences based instruction (MIBI) and learning styles on ninth graders’
attitudes toward biology, biology achievement, and overall multiple intelligences. This experimental research was conducted in the second term of 2002-2003 educational year in Eregli high school. The sample involved in the study consisted of 64 students from the two different ninth grade classes taught by the same teacher. One class was assigned as the experimental group in which students were exposed to MIBI, whereas the other class was assigned as the control group in which students were exposed to traditional instruction in the unit of diversity and classification of living organisms. The data were obtained from attitudes toward biology scale, unit achievement test, multiple intelligences and Kolb&
#8217
s learning style inventories, interviews with the students and the teacher, and observations in the experimental classroom during the treatment. Multivariate Analysis of Covariance was used for the quantitative data obtained from measuring tools. Results indicated that there was a significant effect of MIBI on students&
#8217
attitudes toward biology and biology achievement, but there was not any significant effect of MIBI on students&
#8217
overall multiple intelligences. In addition, there was not any significant effect of the students&
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learning styles on their attitudes toward biology, biology achievement, or overall multiple intelligences. Moreover, interpretations of the interviews with the students and the teacher, and the observations of the experimental classroom indicated that MIBI had positive contributions on teaching and learning process.
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Jackson, Teresa. "Designing a Standards-based, Eclectic, Elaborated, and Synergistic Yearlong Theme Cycle." Honors in the Major Thesis, University of Central Florida, 2003. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/689.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucfBachelors
Education
Elementary Education
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Smith, Garrett William. "Toward a general student model a framework for sharing student data across multiple computer-based learning environments /." Diss., Online access via UMI:, 2007.
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Dudeck, Barbara Jean. "Development of a life science curriculum for kindergarten and first grade reflecting the theories of multiple intelligence and brain-based learning." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1897.
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Chi, Catherine Kai-ling. "Building an ideal high school instrumental ensemble program in Taiwan : based on the theory of multiple intelligences and Ithaca High School Band Program from 1955 to 1967 directed by Frank Battisti /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/11411.
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Moore-McKinley, Pamela. "Attitudes and Effectiveness of Teachers in Diverse Inclusive Classrooms." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4805.
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Students with disabilities who participate in a fully inclusive educational program have failed to meet district or state goals for adequate yearly progress. This student population is explicitly recognized in state and federal accountability systems. The purpose for this study was to determine how certain factors affected the implementation of inclusive services at one school. This study investigated how teachers' attitudes and perceptions toward inclusion, level of education, exposure to people/students with disabilities, level of support, and knowledge of laws governing the education of students with disabilities affected inclusive classrooms. Gardner's theory of multiple intelligences was used as the theoretical framework to present information about multiple intelligences and differentiated strategies that assisted in the implementation of inclusive services. The sample included 40 teachers who were working in inclusive settings. Teacher Attitudes Toward Inclusion Scale, 1-on-1 interviews, and end-of course scores were used in this sequential explanatory mixed methods study. The quantitative data were analyzed with t tests and ANOVAs, and the qualitative data were analyzed through hand transcription and locating emerging themes. Data showed that teachers had a slightly negative attitude toward inclusion, and student test scores were affected as a result. There were 2 statistically significant differences in attitudes of special education compared to regular education teachers and an average level of knowledge compared to those having very good knowledge of special education laws. The project created based on these results was a series of workshops for school staff. These workshops on inclusive practices could close the achievement gap for this student population and increase teacher effectiveness.
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Puga, Sandra Gavioli. "Sistemas Hipermídia adaptativos para a educação baseada na web: uma visão semiótica." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/3/3141/tde-18112008-151113/.
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A Educação Baseada em Web vem crescendo substancialmente ao longo dos últimos anos; em decorrência desse fator, aumenta a diversidade de alunos que buscam através desse meio uma alternativa para sua formação, seja ela acadêmica ou profissional. Esses alunos possuem diferentes características pessoais, sócio-culturais e cognitivas, e desta maneira possuem preferências e necessidades variadas. Nesse contexto, os Sistemas Hipermídia Adaptativos oferecem um recurso para atender a esse público diverso, que tem um objetivo em comum, o ensino a distância por meio da Web. O modelo aqui proposto versa sobre um Sistema Hipermídia Adaptativo, cujos critérios para adaptação consistem na seleção de conteúdos apropriados ao estilo cognitivo do aluno, o que é identificado através da investigação das suas Inteligências Múltiplas. Para isso, foram propostas 10 personas-cognitivas, resultantes da combinação das inteligências mais desenvolvidas em cada um. Também foi realizado um estudo sobre a relação entre as Inteligências Múltiplas e a Semiótica e entre o conteúdo instrucional e a Semiótica. Desse estudo foi originada uma matriz, resumindo os resultados obtidos e que foi utilizada como alicerce para a seleção dos signos mais adequados a cada uma das personas. Utilizou-se como Modelo de Referência para Hipermídia Adaptativa o Modelo Munich, que foi adequado à proposta educacional e ao estudo dos signos. Foi então desenvolvido o modelo SHASIM, onde se contemplam os principais aspectos para concepção de um Sistema Hipermídia Adaptativo para o domínio educacional.The Web Based Education have grown substantially along the last years; in consequence of this factor, it increases the student\'s diversity that seeks through this midia an alternative for their formation, being it academic or professional. These students possesses different personal, social-cultural and cognitive characteristics, and in this way, they possesses various preferences and needs. In that context, the Adaptative Hipermidia Sistems offers resources to assist that various public, that has one common objective, the distance teaching through the Web. The model here proposed is about a Adaptative Hipermidia System, whose criteria for adaptation consists of the appropriate contents selection for the student\'s cognitive style, that is identified through the investigation of their Multiple Intelligences. For that were proposed 10 cognitive-personas, resultants of the combination of the most developed intelligences in each one. Also, a study was accomplished about the relationship between the Multiple Intelligences and the Semiotics and also between the instructional content and the Semiotics. From this study was originated a matrice, summarizing the obtained results and it was used as a foundation for the selection of the most appropriate signs to each one of the personas. It was used as the Adaptative Hipermidia Reference Model the Munich Model, that was adapted to the education proposal and signs study. It was then developed the SHASIM model, where are contemplated the main aspects for conception of a Adaptative Hipermidia System for the education domain.
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Katz, Jennifer. "Teaching to diversity : creating compassionate learning communities for diverse elementary school students." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/885.
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Across North America concerns have been raised about the social, emotional, and mental health of our youth. Many primary prevention programs have been proposed to address these issues, however, few have met the criteria for effective interventions, including being longitudinal, cross-curricular, emphasizing specific concepts and skills, and being within the skills and understandings of teachers and the school system at large (McCombs, 2004). The Respecting Diversity (RD) program is a social and emotional learning (SEL) intervention designed by teachers that uses a Multiple Intelligences (MI) framework to develop self-awareness, self-respect and respect for diverse others. It teaches skills such as goal setting, meta-cognition, and perspective taking that underlie SEL. The program is designed to develop, a safe, positive classroom climate to begin the school year, and facilitate social and academic learning.
The study herein was intended to explore emotional and behavioral outcomes of the RD program. The study involved 218 intermediate (grades 4-7) students and their teachers, divided into intervention and control groups. Students were assessed pre and post intervention for the development of self-awareness, self-respect, awareness of others, and respect for others. Measures of classroom climate were also included. Students completed several measures of SEL, and a selected sample were interviewed to obtain detailed information about their experiences in inclusive diverse classrooms, and with the RD program itself. Data were analyzed using both qualitative and quantitative methods, including thematic content analysis procedures and repeated measures MANCOVA’s.
Both students and teachers indicated that the RD program significantly increased students’ self-respect, awareness of others, and respect for others, while students in control classrooms decreased in these factors. Classroom climate also significantly improved for treatment classrooms, and, similarly, decreased in control classrooms. Results are discussed in terms of their educational implications, limitations, and suggestions for further research.
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Schneider, Chelsey Charl. "Comprehensive evaluation of a data-based problem solving reading model." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1216938559.
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Abreu-e-Lima, Denise Martins de. "Um modelo macro-organizacional de formação reflexiva de professores de lingua (s) : articulações entre a abordagem comunicativa atraves de projetos e o desenvolvimento de competencias sob a tematica das inteligencias multiplas." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269433.
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Orientador: Jose Carlos Paes de Almeida FilhoTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Pesquisas realizadas na área de Lingüística Aplicada (LA) sobre formação de professores de língua estrangeira (LE) revelam a falta de articulação entre teoria-prática e de preparo dos professores como sujeitos transformadores em sua prática, demonstrando a inconsistência da formação de professores no desenvolvimento das competências de ensinar, segundo classificação de Almeida Filho (1998). As mesmas pesquisas citadas indicam caminhos que podem ser seguidos para minimizar ou solucionar esses problemas. Um dos caminhos a ser percorrido na LA é saber como fazer para que uma abordagem de ensinar e aprender línguas, condizente com os resultados almejados, seja concretizada na prática e produza os efeitos desejados nas diferentes competências do profissional de ensino. De acordo com essas discussões e com as características exigidas pelo Ministério da Educação sobre o tipo de profissional que se deseja formar: que tenha capacidade crítico-reflexiva, que saiba trabalhar em equipe, realizar projetos, trabalhar interdisciplinarmente, desenvolvendo suas potencialidades e as de seus alunos, buscamos na teoria das Inteligências Múltiplas de Gardner (1983) um possível eixo temático para ser abordado em curso de formação de professores. Este trabalho, qualitativo e interpretativista, de cunho etnográfico, foi desenvolvido em uma universidade federal pública de formação de professores de inglês pré-serviço (PPS). Na organização da disciplina-base para esta pesquisa (sexto período de um curso noturno com 10 períodos), adotou-se como abordagens norteadoras: a reflexivista de formação de professores e a comunicativa de ensino de língua(s), neste caso, a língua inglesa. O objetivo foi o de verificar como o ensino de LE na formação de professores, baseado em uma abordagem comunicativa de ensinar, realizada por intermédio de projetos, aliado a uma formação reflexiva que desenvolva as competências de ensinar, pode ser articulado a um núcleo temático como a teoria das inteligências múltiplas. Com base nessas articulações teóricas, também se buscou avaliar de que forma essas teorias podem ser organizadas em um modelo macro-organizacional e que papéis podem assumir para auxiliar o professor formador em sua prática docente. Os instrumentos para coleta e análise dos dados foram: questionário diagnóstico, interação virtual e presencial, provas e projetos elaborados pelos PPS, aulas gravadas em vídeo, avaliações entre os colegas, auto-avaliações e anotações de campo. Os resultados obtidos demonstraram que há compatibilidade do eixo temático com o paradigma reflexivista de formação de professores que, aliado à abordagem comunicativa, permitiu que fosse criada a base necessária para o desenvolvimento das competências. A língua-alvo pôde ser utilizada contextualizada e significativamente em todos os momentos de ensino-aprendizagem, resultando no desenvolvimento da competência lingüístico-comunicativa. Os PPS puderam também desenvolver suas inteligências intra e interpessoais, fundamentais para o trabalho de sala de aula. Os projetos desenhados pelos PPS revelam quanto os mesmos desenvolveram suas competências durante o processo para sugerir mudanças no ensino de língua inglesa nas escolas. Além desses resultados, foi elaborada uma tabela organizadora de habilidades das inteligências que uma vez estimuladas desenvolvem as competências de ensinar dos PPS, bem como foi sugerida uma macro-formulação teórica para disciplinas a serem ministradas para PPS de língua(s)
Abstract: From the mid 90's on, studies in Applied Linguistics (AL) have been carried out investigating questions related to preservice teacher education. They have revealed lack of articulation between theory and practice, lack of comprehensive knowledge of the content to be taught and lack of pedagogical education. Most of these investigations have shown how underdeveloped the teaching competences (Almeida Filho, 1998) are. Researchers have pointed out some possible ways to develop more effective courses in language teacher education, stimulating the different competences. In agreement with these suggestions, the Brazilian Ministry of Education has established characteristics for the reflexive capacity, knowing how to work in interdisciplinary groups through projects. These characteristics are related to the concept of intelligence described by Gardner (1983) in the theory of Multiple Intelligences. The study reported here has evaluated the results of using this theory as a guideline in developing a course in a language teacher education program (LTEP). This qualitative and interpretative research, in an ethnographic basis, was carried out in a public federal LTEP. In the course used for this work (sixth period in a 10-period program), two paradigms were also adopted: the reflexivist of teachers¿ education and the communicative of language teaching, in this case, English as a foreign language (FL). It was believed that by choosing the communicative approach we would enable the preservice teachers to get access not only to the theory related to the topic but also to the experience of learning language through it, having models of how to teach using this approach in their future contexts. In this study, the CA was developed through projects designed by the preservice teachers. Taking the results of these articulations, it was also the purpose of this study to evaluate in which way these theories could be organized in a macro-structure model and which roles they could play to help the teacher educators in their practice. The instruments used to data collect and analysis were: diagnostic questionnaire, virtual and classroom interaction, tests and projects made by the preservice teachers as well as recorded classes, peer, self and course evaluations and field notes. The results demonstrate that there is compatibility among the theory of MI, the paradigm of reflexive teaching education and the communicative approach of teaching a foreign language through projects, creating the necessary basis to develop the teaching competences. The target language was used contextualized and meaningfully in all interactions what has resulted in a better linguistic-communicative competence. The preservice teachers could also develop their intra and interpersonal intelligences, fundamental to the classroom routine. The projects designed by the preservice teachers reveal how they are prepared to suggest changes and create new opportunities of learning English in elementary and secondary schools. Besides, this study proposes an organized table among specific abilities related to the eight intelligences that once stimulated could develop the teaching competences. A suggestion of a theoretical macro-structure of teaching was provided to be used in teacher education programs
Doutorado
Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira
Doutor em Linguística Aplicada
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Hershner, Jessa Rae. "Exploring Nontraditional Learner Engagement and Motivation through Music Integration." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5877.
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The increase in population of nontraditional adult learners paired with a demand for multisensory learning created a need for further research in best pedagogy in higher education. Thus, the purpose of this qualitative case study was to explore the central question on how the integration of music, lyrics, or music videos into higher education classrooms affected the motivation and engagement levels of nontraditional adult learners. The conceptual framework was based upon self-determination theory, andragogy, multiple intelligences, and visual literacy. A multiple case design was used to collect data from 8 nontraditional higher education students. Data were collected via telephone interviews and responses to the Activity Perceptions Questionnaire. Data analysis used Yin's cross-case analysis procedures, including familiarization, development of word tables, and examination of cross-case patterns. Results revealed that the use of music in the classroom positively impacts learner engagement and promotes intrinsic motivation. This study is expected to contribute to social change by exploring music as an innovative instructional tool and providing a deeper understanding of how music engages and motivates the increasing number of nontraditional students in higher education.
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Lovelace, Temple Sharese Ph D. BCBA. "The Effects of Explicit Phonological Awareness Instruction on the Prereading Skills of Preschool Children At Risk for Reading Failure: Comparing Single and Multiple Skill Instructional Strategies." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217621704.
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Boulter, Carmen Henriette. "EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16525/.
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Educators who teach international students English as a second language (ESL) or English speakers teaching English as a foreign language (EFL) in universities in non- English speaking countries in the Asia-Pacific region are often challenged to develop culturally appropriate curriculum for a diverse group of learners. Prompted by educational policy over the past two decades, the technological infrastructure in most universities throughout the world has advanced. Innovative tools for language learning have been developed for computer-assisted instruction. The purpose of the present study was to assess to what extent teachers use multimedia in EFL/ESL university classrooms in relation to the theoretical underpinnings of constructivism as well as Rogers' (1995) theory of diffusion of innovations and adopter categories. Further, the study aimed to ascertain what factors contribute to or discourage teachers' use of multimedia in tertiary level English language teaching classrooms. A mixed- method research design was used and both quantitative and qualitative data were collected. One hundred and seventy-nine English-language teachers from five universities in the Asia-Pacific region were interviewed and data were collected on their use of multimedia. Complex relationships were found among teacher-held educational and cultural values, teaching experience, formal computer professional learning, nationality, institution, region, age, gender, and collaboration with colleagues. Results showed that even with adequate access to hardware, software, technical support and computer professional learning, most teachers in the study made limited use of multimedia in the EFL/ESL classroom. As well, the results indicated that teachers in all three universities in Taiwan used multimedia in the EFL/ESL classroom less than teachers in Australia and in Thailand. Teachers who endorsed constructivist teaching methodologies tended to use multimedia more. Also, teachers with fewer than ten years teaching experience tended to use technology in teaching more. Data showed the use of integrated technology by teachers usually diminished as teachers got older. However, results showed that teachers who engaged in professional learning tended to use multimedia more regardless of age. Future directions in technology integration and recommendations for creating and sustaining a culture of technology at educational institutions are offered. Suggestions for professional development to encourage the integrated use of technology in English language teaching programs are outlined.
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Schulz, Steven John. "Using music to create effective curriculum for English language development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2849.
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Research supporting the viability of music to promote language and literacy development as well as the theory of multiple intelligences suggests that any sound educational program employ a multifaceted approach to teaching and learning. This project created a thematically based multiple intelligence curriculum for first grade English language learners that emphasized the use of song.
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Lindahl, Christina Lauren. "Developing Early Numeracy and Early Literacy Skills in Preschool Children Through a Shared Parent/Child Book Reading Intervention: A Multiple-Baseline Single Case Design Study." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6304.
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The present study examined the effectiveness of a shared storybook reading intervention in increasing children’s early numeracy and early literacy skills through a multiple baseline single case design. Four parent-child dyads were included in the study, and children’s early numeracy and early literacy skills were measured using the eNumeracy Early Math Assessments and the Preschool Early Literacy Indicators, respectively. The study also measured mathematical dialogue to determine if an increase in children’s early numeracy skills is due to the intervention and not other confounding variables. Finally, the study measured intervention integrity, and parent ratings of social validity. Results of the study indicated that parent-child mathematical dialogue increased for three participants and could not be calculated for the fourth participant due to attrition. Visual analysis and hierarchical linear modeling results indicated no statistically significant early numeracy or literacy outcomes across participants. A masked visual analysis indicated that there was an observable difference in children’s scores on the eNumeracy Ordinal Position measures, but none of the other outcome measures. Additionally, the majority of parents were able to implement the intervention with integrity and all parents reported high levels of social validity. The findings of this study show that the parent directed shared mathematical storybook reading intervention was effective in increasing mathematical dialogue between parents and children. Future studies should examine the impact of shared mathematical storybook reading interventions on discrete early numeracy and literacy skills specifically targeted during the book reading interventions.
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"THE EFFECT OF MULTIPLE INTELLIGENCES BASED INSTRUCTION ON STUDENTS PHYSICS ACHIEVEMENT." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/2/1209907/index.pdf.
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"THE EFFECTS OF MULTIPLE INTELLIGENCES BASED INSTRUCTION ON SIXTH GRADERS�." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/1005867/index.pdf.
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King, Nancy M. "A study of the relationship between CBT Developers' multiple intelligences dispositions and teh design of computer-based training." 2009. http://digital.library.duq.edu/u?/etd,108841.
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Lin, Wei-Ling, and 林維玲. "The Application of Multiple Intelligences (MI)-based EFL Instruction in Elementary School in Taiwan." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/85505485160418659325.
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碩士中原大學
應用外語研究所
97
Researchers of Multiple Intelligences (MI)-based EFL instruction often suggest that the MI theory to EFL instruction would likely motivate students and improve their learning potentials. However, most Taiwanese EFL teachers primarily focus on non-MI-based instruction. This study explored the incorporation of MI theory into English instruction. The emphasis of this study was on comparing and contrasting these two different teaching methods. The research participants were 34 second grade students at Chung Yuan Elementary School in Taiwan. This research employed both quantitative and qualitative methods. The analysis of the achievement tests indicated learners’ improvement under both non-MI-based and MI-based instructions. The qualitative data included classroom observation, English teacher’s instructional reflection, and classroom teacher’s feedback. These data were utilized to evaluate the differences between two teaching methods. The results of this study indicated that the application of MI-based instruction had better effect in students’ learning than that of non-MI-based instruction in terms of their learning motivation and interests. In summary, results of this study may be of importance in providing learners more various learning opportunities, as well as in improving EFL teachers’ teaching with multiple approaches.
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Ma, Gei-Tian, and 馬季鈿. "The effect of Multiple Intelligences based instruction on primary students’ Natural Sciences learning motivation and achievement." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/05236708655104135293.
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碩士國立台北師範學院
數理教育研究所
90
Abstract The purpose of this study was to investigate the effect of Multiple Intelligences (MI) based instruction on fifth graders’ learning motivation and achievement in Natural Sciences. This study adopted the quasi-experiment design. Classes A and B (a total of 69 students) of the fifth grade of an elementary school in northern Taiwan served as the experiment and the control groups. The researcher designed and conducted MI-based instruction for the experiment group; while the control group received traditional instruction delivered by the researcher. The instructional unit was “Weather in Taiwan”. Data were collected from the following instruments：a learning achievement test constructed by the researcher, a learning motivation questionnaire revised by the researcher, homeroom teachers’ observation diary, and interviews with students on their reaction to MI-based instruction. Findings were listed as follows: 1. In terms of learning motivation, the experiment group scored significantly higher than the control group on the entire questionnaire as well as the subscales of “goal orientation”, “interests in work”, “self-efficacy” and “test anxiety”. However, there was no significant difference between these two groups on “achievement expectation” and “belief control” subscales. 2. There was no significant difference between the experiment and the control group on the immediate and the delayed achievement tests. 3. Children in the experiment group appreciated small group discussion. They enjoyed being challenged to think, and requested to prolong the discussion and demonstration time so they could fully express their ideas. They tended to pay close attention to the materials from daily life. They enjoyed learning by doing and discussion. Being divided into small groups, students could brainstorm on and actively look for what they want to learn. Students could exchange opinions via small group discussion and peer sharing. The opportunities students solved problems collaboratively increased. They thought evaluating each other could stimulate as well as arouse their participation. During the process of teaching activities, the class climate was both relaxed and vivid. Classmates’ affection was upgraded. According to the findings and conclusions of this study, recommendations for future application and research were made.
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郭全勝. "The application of The Theory of Multiple Intelligences in Teaching Chinese as a Second Language of Web-based Instruction." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/90552590163774932978.
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碩士國立臺灣師範大學
工業科技教育學系
97
ABSTRACT Globalization Age is coming and people want to break the obstacle of communication so it brings the great mass fervor of learning the second language. The Chinese learn English because internationalization in the initial stages, today the great mass fervor of learning Chinese is the first step that foreigner join the Chinese Culture. The dissemination range of Chinese Culture become lager is because the growth of internet technology and it encourages the Teaching Chinese as a Second Language field includes instruction, material, and anything about this to be developed, too. Moreover the application of The Theory of Multiple Intelligences (MI) in the instructional field that can promote the students’ learning motivation in addition to stimulate the possible and development. Literature analysis was used in this study and the strategic of instructional field with MI and all about this was analyzed from this process. The principles of Teaching Chinese as a Second Language material design and Teaching Chinese as a Second Language of Web-based Instruction was considered in this study. The material of this study was developed that was based on instructional design model from the literature analysis process, too. The study result was showed that the Instruction of Theme is a fit plan to execute the instruction of web-based with MI. And the subject of Chinese Culture is one of the important content of Teaching Chinese as a Second Language of web-based instruction with MI. And it is a great challenge and it should be projected painstakingly about developing the material of Teaching Chinese as a Second Language of web-based instruction with MI. And it should be used and chosen carefully about the unit of multimedia in the material. Furthermore, there are several opinions of interviewees about the Material is applause and feeling interesting and excellent concerning the application of this Theme and this material. Teaching Chinese as a Second Language of Web-based Instructional Material with MI has been done already. And the Material will be modified for teaching in the real Chinese culture course in the future.
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Hsu, Chau-sheng, and 許朝勝. "Multiple Intelligences Theory Based EFL Instruction: A Case Study of Special-Needs Students in an Eighth-Grade Resource Room." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/01538467126051925573.
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碩士國立臺灣師範大學
英語研究所
91
ABSTRACT The purpose of this study is to explore how the theory of multiple intelligences can be adapted to an eighth-grade EFL resource room to facilitate teaching and learning. Besides, the study also aims to investigate what pragmatic difficulties may be encountered and how they can be solved. The subjects were eight eight-graders with mild disabilities in a resource room. In the first semester the researcher observed how the EFL teacher, Ms. Hsieh, conducted her instruction and assessment in the resource room. The students’ performance and special needs were also the focus of observation. In the second semester the researcher conducted a session of MI-based EFL instruction every Friday morning. Data were collected from classroom observation, questionnaires, interviews, and reflective journals on MI-based EFL instruction. Based on the results of the study, the findings are presented as follows: 1.Ms. Hsieh’s intellectual preferences were evenly distributed among the eight intelligences. The researcher was moderately strong in musical intelligence. Most of the special-needs students gravitated towards spatial intelligence, bodily- kinesthetic intelligence, and naturalist intelligence. 2.Ms. Hsieh was preoccupied with some of the intelligence- specific activities, predominantly those that involved linguistic, logical-mathematical, and intrapersonal intelligences. After conducting MI-based EFL instruction in the second semester, the researcher found that it seemed to improve the students'''' learning motivation. 3.The EFL instruction in the resource room was operating under a deficit paradigm. MI theory positively informed the researcher’s beliefs about student intelligence and classroom instruction, and enabled him to work with the special-needs students under a growth paradigm. 4.Because of the special needs of the students and the requirements from school administration, resource teachers might have some more problems with class management, assessment, and support from colleagues and administrators. Based on the results of the study, six pedagogical implications are offered for resource teachers and EFL teachers to act on: 1.The challenge of MI-based EFL instruction in the resource room is to enhance traditional teaching practices, where appropriate, with activities that tap special-needs students’ intellectual strengths. The key lies in the enthusiasm, instructional flexibility, and creativity on the part of the teachers. 2.Multimedia presentation of linguistic content is more likely to bring about effective multi-sensory learning and cater to special-needs students’ preference for visual/spatial stimulation, bodily-kinesthetic activity, and self-paced learning. To make the best use of software packages, the Internet, and available technology, EFL teachers should strive to improve their computer literacy. 3.The entry points into learning an aspect of English should start with EFL learners’ stronger intelligences, providing them with different points of entry that draw on their intellectual strengths and preferences. 4.To make allowances for students’ special needs, EFL teachers should take advantage of peripheral learning and create some unorthodox channels for them to learn at their own pace and increase their motivation. 5.Special education teachers and EFL teachers should collaborate to establish an interdisciplinary channel through which they can share their expertise and consult each other about students’ progress and the latest updates on innovative developments in pedagogical theories and classroom practices. 6.To improve their instructional effective, EFL teachers should team up with their colleagues to share knowledge and information. A community network can be built up to take advantage of the huge pool of expertise of parents and community experts within the school district.
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CHANG, I.-CHEN, and 張宜珍. "A Study on the Effect of Junior High School Students' Intelligences’ Changes, Science Learning Motivation and Science Learning Achievement Using The Instruction based on Multiple Intelligences." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/84496965661814873600.
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碩士國立高雄師範大學
科學教育研究所
93
The purpose of this study is to investigate the effect of junior high school students’ intelligences’ changes, science learning motivation and science learning achievement using the instruction based on Multiple Intelligences (MI) Theory. The focus is on the comparison of MI theory and traditional formats. A quasi-experimental method is employed in this study. The subjects consist of 75 junior high school students in two classes, which are selected from a junior high school in Pingtung city. One class with 39 pupils is assigned to be an experimental group and the other with 36 pupils is assigned to be a control group. The experimental group is received the instruction based on Multiple Intelligences (MI) Theory. The control group is received the traditional formats. The instruments used in this study are the Multiple Intelligences Checklist, the Students’ Motivation Toward Science Learning (SMTSL), the Science Learning Achievement Test, the Science Learning Feeling Test and audio tapes, interviews, and learning sheets, etc. The main findings of this study were as follows: 1.On the Seven Intelligences’ changes: (1)The MI of the experimental lower group was significantly higher than the control group. (2)The linguistic intelligences of the experimental group was significantly higher than the control group. (3)The interpersonal intelligences of the experimental lower group was significantly higher than the control group. (4)The intrapersonal intelligences of the experimental higher group was significantly lower than the control group. 2.On the Students’ Motivation Toward Science Learning (SMTSL): (1)The SMTSL of the experimental lower group was significantly higher than the control group. (2)The science learning value of the experimental group was significantly higher than the control group. (3)The active learning strategies of the experimental lower group was significantly higher than the control group. 3.On the Science Learning Achievement Test: No significant difference between the experimental group and the control group. Furthermore, students like interesting teaching process, and most like small activities and experiments, promoting the low-achievement students’ and aboriginal students’ learning attitude, and their advantage intelligences can be used to promote the other intelligences and accordingly their confidences. Students have positive learning attitude in science learning, and improve in students’ participation and enthusiasm during science. According to the findings and conclusions of this study, recommendations for future application and research were made. Keywords: Multiple Intelligences (MI) Theory, Learning motivation, Learning Achievement
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Lee, Chun-Ting, and 李郡庭. "Instructional Design of Mandarin Camp for Chinese Heritage Children Based on Theory of Multiple Intelligences." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/01853099167975671994.
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碩士國立臺灣師範大學
華語文教學研究所
100
The concept of multiple intelligences received a lot of positive attention after it was introduced by Howard Gardner in 1983. Its main premise is that only continual practice can lead to a student’s mastery of the learning materials, and the more diverse approaches used by learners, the higher the probability they will achieve their goals. There are many Chinese heritage children attending mandarin camps held in Taiwan and mainland China every summer vacation. To some degree, Chinese heritage learners’ language ability is different from other foreign language learners. Therefore, combining appropriate yet fun teaching for this specific group, based on multiple intelligences, is the focus of this research. This study adopted the Development Analysis Research model to construct the instructional design. The combination of a literature review and a needs assessment using surveys and interviews determined the needs of teachers, learners and parents. Finally, appropriate teaching principles for camp activities were deduced by analyzing teaching materials and surveys. The result of this study shows that language activities based on multiple intelligences not only improves a learner’s attitude, but also promotes effective learning for children. Hands-on activities based on multiple intelligences bridges the learners’ cognition, memory, experiences and affection to fulfill their needs.