MARC 主機 00000nam 2200000 a 4500
001 AAI9981535
005 20010411131522.5
008 010411s2000 s eng d
020 0599880147
035 (UnM)AAI9981535
040 UnM|cUnM
100 1 Adamus, Gregory Stanley
245 10 A case study: The effects of exposure to multiple
intelligences theory on high school students|h[electronic
resource]
300 165 p
500 Source: Dissertation Abstracts International, Volume: 61-
07, Section: A, page: 2650
500 Adviser: Philip Corkill
502 Thesis (Ph.D.)--Walden University, 2000
520 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
520 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
520 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
590 School code: 0543
650 4 Education, Secondary
650 4 Education, Curriculum and Instruction
650 4 Education, Educational Psychology
690 0533
690 0727
690 0525
710 20 Walden University
773 0 |tDissertation Abstracts International|g61-07A
856 40 |uhttps://pqdd.sinica.edu.tw/twdaoapp/servlet/
advanced?query=9981535
912 PQDT
