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Implementing Gardner's theory of mul...

Leckron, Lynn L.

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Implementing Gardner's theory of multiple intelligences at the college level of learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Implementing Gardner's theory of multiple intelligences at the college level of learning./
Author:	Leckron, Lynn L.
Description:	148 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3589246
ISBN:	9781303277320

Implementing Gardner's theory of multiple intelligences at the college level of learning.
Leckron, Lynn L.

Implementing Gardner's theory of multiple intelligences at the college level of learning. - 148 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--Capella University, 2013.

Abstract Today, more than ever, increasing numbers of adult learners are reentering the college arena. Teaching adult learners can be an overwhelming responsibility for educators, especially if they are unprepared to meet the diverse needs of these learners. The adult learner, no matter their age, still desires to be successful. By learning to identify and implement the multiple intelligence theory with all learners, educators can equip their learners with the skills to be successful in real-life situations. The purpose of this qualitative, case study was to explore how faculty members at the subject college implemented MI theory into their college adult courses. Five faculty members who taught adult classes were interviewed, questioned, surveyed, and observed to determine the extent of their knowledge, and the level of their implementations of MI theory in their learning environments. The findings of this provided evidence that the participants implemented MI theory in their college courses. The Spiritual/Existential, Intrapersonal, Interpersonal, Verbal/Linguistic, and Visual/Spatial intelligences were revealed as the predominant intelligences in the participants' respective adult learning environments. The interview responses by participants will lend optimism to other faculty members who may want to step out of the box from their current teaching methods to discover a more interesting and successful way to teach adult learners. The findings provide information on multiple intelligences that may help faculty members and leaders at institutions of higher education develop strategies to more effectively meet the needs of adult learners. Colleges need to analyze whether they are reaching all of their adult learners effectively.

ISBN: 9781303277320Subjects--Topical Terms:

3172279
Instructional design.

Implementing Gardner's theory of multiple intelligences at the college level of learning.
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245 1 0 $a Implementing Gardner's theory of multiple intelligences at the college level of learning.
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500 $a Adviser: Cristie McClendon.
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520 $a Abstract Today, more than ever, increasing numbers of adult learners are reentering the college arena. Teaching adult learners can be an overwhelming responsibility for educators, especially if they are unprepared to meet the diverse needs of these learners. The adult learner, no matter their age, still desires to be successful. By learning to identify and implement the multiple intelligence theory with all learners, educators can equip their learners with the skills to be successful in real-life situations. The purpose of this qualitative, case study was to explore how faculty members at the subject college implemented MI theory into their college adult courses. Five faculty members who taught adult classes were interviewed, questioned, surveyed, and observed to determine the extent of their knowledge, and the level of their implementations of MI theory in their learning environments. The findings of this provided evidence that the participants implemented MI theory in their college courses. The Spiritual/Existential, Intrapersonal, Interpersonal, Verbal/Linguistic, and Visual/Spatial intelligences were revealed as the predominant intelligences in the participants' respective adult learning environments. The interview responses by participants will lend optimism to other faculty members who may want to step out of the box from their current teaching methods to discover a more interesting and successful way to teach adult learners. The findings provide information on multiple intelligences that may help faculty members and leaders at institutions of higher education develop strategies to more effectively meet the needs of adult learners. Colleges need to analyze whether they are reaching all of their adult learners effectively.
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