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Japanese Language Teaching in High S...

Bernau, Toshiko.

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Japanese Language Teaching in High School and Use of Multiple Intelligences Theory.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Japanese Language Teaching in High School and Use of Multiple Intelligences Theory./
Author:	Bernau, Toshiko.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	140 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Contained By:	Dissertation Abstracts International78-05A(E).
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10240124
ISBN:	9781369354409

Japanese Language Teaching in High School and Use of Multiple Intelligences Theory.
Bernau, Toshiko.

Japanese Language Teaching in High School and Use of Multiple Intelligences Theory. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 140 p.

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2016.

Research indicates that to accommodate students' diversity in learning ability, teachers who utilize all eight Multiple Intelligences (MI) have demonstrated better student performance. Studies indicate that all eight MI are important; however, there is a need to investigate whether all eight intelligences are being represented equally in the classroom. The purpose of this quantitative correlational study is to examine the extent each of the eight MI is utilized in a classroom curriculum and to determine whether any demographic variables are associated with MI use. The participants were 127 high school Japanese language teachers in the USA who were contacted via emails and invited to answer a survey through Qualtrics. The survey instrument, The MI-inspired Teaching Strategy Index (MITSI), developed by Huang (2005), was used to measure the eight MI outcome and the predictor variables, gender, academic qualifications, and teaching experience. Once the surveys were obtained, the results were analyzed through statistical software SPSS version 24.0. To test each teacher's utilization of the MI, multivariate tests with pairwise comparisons were conducted comparing each of the eight MI variables at a 95% confidence interval (p < .05). The results identified that the strongest teaching strategy among Japanese teachers was the Interpersonal intelligence teaching strategy, and the weakest was the Naturalistic intelligence teaching strategy. The relationship between a teacher's demographic variable and the usage of MI was tested by using a multivariate analysis of variance. The results of the present study indicated that female teachers utilize more Kinesthetic intelligence teaching strategies than do male teachers. Teachers with less than five years of teaching experience used fewer spatial intelligence teaching strategies than did teachers with more teaching experience. The survey results suggested the guidance to the Japanese teaching community on the strengths and weaknesses of MI implementation and where further MI training is most needed and beneficial at the national, regional, or local level. However, overall, participants in this study had a largely positive attitude toward MI teaching that is to meet the needs of their students' learning preferences and to create the lesson that emphasizes each student's diversity of learning. The continued research in depth is recommended further to investigate the relationship between teachers' MI profile and their teaching strategies and conduct the similar research on middle school Japanese teachers in the USA., and the schools in other countries that the Japanese language is largely taught.

ISBN: 9781369354409Subjects--Topical Terms:

516579
Education.

Japanese Language Teaching in High School and Use of Multiple Intelligences Theory.
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245 1 0 $a Japanese Language Teaching in High School and Use of Multiple Intelligences Theory.
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300 $a 140 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
500 $a Adviser: Julia Watkins.
502 $a Thesis (Ed.D.)--Northcentral University, 2016.
520 $a Research indicates that to accommodate students' diversity in learning ability, teachers who utilize all eight Multiple Intelligences (MI) have demonstrated better student performance. Studies indicate that all eight MI are important; however, there is a need to investigate whether all eight intelligences are being represented equally in the classroom. The purpose of this quantitative correlational study is to examine the extent each of the eight MI is utilized in a classroom curriculum and to determine whether any demographic variables are associated with MI use. The participants were 127 high school Japanese language teachers in the USA who were contacted via emails and invited to answer a survey through Qualtrics. The survey instrument, The MI-inspired Teaching Strategy Index (MITSI), developed by Huang (2005), was used to measure the eight MI outcome and the predictor variables, gender, academic qualifications, and teaching experience. Once the surveys were obtained, the results were analyzed through statistical software SPSS version 24.0. To test each teacher's utilization of the MI, multivariate tests with pairwise comparisons were conducted comparing each of the eight MI variables at a 95% confidence interval (p < .05). The results identified that the strongest teaching strategy among Japanese teachers was the Interpersonal intelligence teaching strategy, and the weakest was the Naturalistic intelligence teaching strategy. The relationship between a teacher's demographic variable and the usage of MI was tested by using a multivariate analysis of variance. The results of the present study indicated that female teachers utilize more Kinesthetic intelligence teaching strategies than do male teachers. Teachers with less than five years of teaching experience used fewer spatial intelligence teaching strategies than did teachers with more teaching experience. The survey results suggested the guidance to the Japanese teaching community on the strengths and weaknesses of MI implementation and where further MI training is most needed and beneficial at the national, regional, or local level. However, overall, participants in this study had a largely positive attitude toward MI teaching that is to meet the needs of their students' learning preferences and to create the lesson that emphasizes each student's diversity of learning. The continued research in depth is recommended further to investigate the relationship between teachers' MI profile and their teaching strategies and conduct the similar research on middle school Japanese teachers in the USA., and the schools in other countries that the Japanese language is largely taught.
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