A case study: The effects of exposure to multiple intelligences theory on high school students [electronic resource]
說明
165 p
附註
Source: Dissertation Abstracts International, Volume: 61-07, Section: A, page: 2650
Adviser: Philip Corkill
Thesis (Ph.D.)--Walden University, 2000
This qualitative case study describes how high school students exposed to the multiple intelligences theory altered their perceptions of reality as a result. The site of this study was Alpena High School, a 2,000 student, grades 9–12 public high school in the small town of Alpena, in northeast Michigan. Six 11<super>th</super> graders, 3 boys and 3 girls, were randomly selected to serve as participants in this 3-week-long study. The participants first received instruction in the multiple intelligences theory, and then completed a self-inventory of their multiple intelligences strengths and weaknesses. During the next 2 weeks, the participants wrote daily journal entries, gave interviews, and participated in focus discussion groups. They were asked how their exposure to the theory affected them intellectually, emotionally, socially, and gender specifically; how their exposure changed their perceptions of their teachers, school, friends, and family; and how their exposure affected their life goals and immediate plans
The results showed that the theory made sense to the participants, they were able to recognize and tolerate others' multiple intelligences profiles, they were able to evaluate their teachers' and school's accommodation of the theory, they used the theory to heighten relations with friends and family and to evaluate their chosen career pathways, and they saw no differences in how each gender interpreted the theory
This study contains implications for balancing high school course offerings, cross-curricular and context-bound instruction, authentic assessment, school climate concerns, gender equity issues, high school parenting issues, career guidance, academic remediation, and the promotion of self-esteem. Specific recommendations are made concerning freshman orientation programs and expansion of the study's theoretical base
