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Teaching and assessing using Multipl...

Fink, Lieschen Ann.

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Teaching and assessing using Multiple Intelligences theory: A classroom-based action research study.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teaching and assessing using Multiple Intelligences theory: A classroom-based action research study./
作者:	Fink, Lieschen Ann.
面頁冊數:	113 p.
附註:	Adviser: Kathleen Sullivan Brown.
Contained By:	Dissertation Abstracts International69-03A.
標題:	Dance. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3305492
ISBN:	9780549517160

Teaching and assessing using Multiple Intelligences theory: A classroom-based action research study.
Fink, Lieschen Ann.

Teaching and assessing using Multiple Intelligences theory: A classroom-based action research study. - 113 p.

Adviser: Kathleen Sullivan Brown.

Thesis (Ed.D.)--University of Missouri - Saint Louis, 2008.

The purpose of this study was to examine the use of Howard Gardner's Multiple Intelligences (MI) theory in the classroom and its implications for classroom use in movement education (dance). The study reports on teaching and assessment strategies that derive from MI that can successfully reach diverse students with a wide range of learning abilities. Archival data--including lesson plans, videotapes, teacher-designed assessments, and workshops throughout previous school years--were used to describe instructional practices and student learning styles. Data also included interviews with administrators and vignettes describing student experiences with dance and authentic performances.

ISBN: 9780549517160Subjects--Topical Terms:

610547
Dance.

Teaching and assessing using Multiple Intelligences theory: A classroom-based action research study.
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245 1 0 $a Teaching and assessing using Multiple Intelligences theory: A classroom-based action research study.
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502 $a Thesis (Ed.D.)--University of Missouri - Saint Louis, 2008.
520 $a The purpose of this study was to examine the use of Howard Gardner's Multiple Intelligences (MI) theory in the classroom and its implications for classroom use in movement education (dance). The study reports on teaching and assessment strategies that derive from MI that can successfully reach diverse students with a wide range of learning abilities. Archival data--including lesson plans, videotapes, teacher-designed assessments, and workshops throughout previous school years--were used to describe instructional practices and student learning styles. Data also included interviews with administrators and vignettes describing student experiences with dance and authentic performances.
520 $a The study concludes that a connection exists between dance, improved academics, and the eventual closing of the achievement gap for many diverse student populations. Emphasis on cross-curricular activities can help stimulate the brain and promote intellectual growth. The role of the teacher in MI theory is to discover and nurture intelligences for a variety of students and takes a tremendous amount of energy and collaboration; but the excitement, creativity and learning outcomes are well worth the effort, as this teacher's career demonstrates.
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