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Investigating How Teachers' Dominant...

Warren-Powell, Cheryl R.

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Investigating How Teachers' Dominant Multiple Intelligence Influences Implementation of Differentiated Instruction in Secondary Science.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Investigating How Teachers' Dominant Multiple Intelligence Influences Implementation of Differentiated Instruction in Secondary Science./
作者:	Warren-Powell, Cheryl R.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	160 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10278242
ISBN:	9781369782820

Investigating How Teachers' Dominant Multiple Intelligence Influences Implementation of Differentiated Instruction in Secondary Science.
Warren-Powell, Cheryl R.

Investigating How Teachers' Dominant Multiple Intelligence Influences Implementation of Differentiated Instruction in Secondary Science. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 160 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--Capella University, 2017.

Howard Gardner's theory of multiple intelligences, first introduced in 1983, revealed eight intelligences used to describe how people learn and are smart. Originally, Gardner identified seven intelligences: verbal/linguistic, logical/mathematical, kinesthetic, interpersonal, intrapersonal, musical, and spatial. The last intelligence, naturalistic, came later in the research. Teachers use Gardner's Theory to teach to their students' strengths and provide a way to teach their students the same content eight different ways. This theory is helpful to educators as they investigate their teaching strategies and connect them to their dominant intelligences. There are several different methods of identifying dominant multiple intelligences. The purpose of this study was to investigate how the teachers' dominant multiple intelligences influenced their teaching styles and methods of differentiation. The research question involved how teachers described the influence that their dominant multiple intelligences had on their instruction and how their dominant intelligence impacted their ability to differentiate instruction. The research design for this study was a basic qualitative study. A qualitative study was chosen because the type of research required involves understanding the meaning of a phenomenon (dominant multiple intelligences) and how it influences differentiated instruction. The study focused on five teachers; they had varied educational experiences and employment histories, and were all the teachers of record for their science subject. For the purpose of this study, four data sources were used: (a) the MI survey, (b) an initial interview, (c) observation of instruction, and (d) a post interview. Results indicated that participants exhibited different multiple intelligences. Teachers' ability to differentiate is based on lived and learned experiences. Teaching is not so much about the MI of the teacher as it is about the MI of the student. Teachers' experiences are what is drawn upon to explain a topic. The differentiation they employ comes from prior instructional experiences; MI theory just helps teachers place the lesson in the proper perspective. The results suggested that the influence of the teachers' dominant intelligence has on instructional strategies is minimal. Teachers already look for multiple ways to differentiate instruction inherently. It is a part of the job to most teachers to ask for help or observe their peers to get ideas on how to teach their subject. In addition, teachers' perception of how their dominant intelligence influenced their instruction was also minimal. The participants were often unaware of their dominant intelligence; therefore, they could not describe how it might have influenced differentiation.

ISBN: 9781369782820Subjects--Topical Terms:

3172312
Teacher education.

Investigating How Teachers' Dominant Multiple Intelligence Influences Implementation of Differentiated Instruction in Secondary Science.
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