The laboratory curriculum and assessment of the course Biology 2D03, The Plant Kingdom, was revised in 1998. In part, the revision was due to the need to update the laboratory manual to, reflect a new edition of the text book. Also revision to condense three chapters into two to accommodate a shorter than usual term and to include a chapter on the fungi was done. Assessment was revised in response to student suggestions and comments taken from course assessments. Key to these revisions was incorporating Multiple Intelligence theory into curriculum and assessment. A new form of assessment, mini-laboratory practicals, was devised replacing quizzes and one laboratory examination. The mini-laboratory practicals utilized visual-spatial, bodilykinesthetic, naturalist intelligence, verbal-linguistic and mathematical-logical intelligences. Intrapersonal intelligence was implemented with an essay assignment which required students to reflect on how plants were important to their personal lives. Musical-rhythmic intelligence was implemented by playing classical music with nature sounds (to enhance the naturalist intelligence) in the laboratory classroom. Two laboratory sections requested that the music be played during test situations while six sections did not. There were few unintended side effects of the revisions. The essay was more of a feminine exercise and male students had difficulty in relating personal experience. Revision of assessment procedures did not affect grade means or distributions. Assessment methods required some memorization but also required thinking and application of knowledge. A large proportion of students found that the combination of assessment methods (mini-laboratory practicals, laboratory examination and final examination) best tested their knowledge. The majority suggested that the new revision scheme be retained. The use of classical music with nature sounds resulted in a more relaxing, soothing learning environment but there was no evidence of a "Mozart effect". / Thesis / Master of Science (Teaching)

Candidates for Florida real estate sales associate licensure responded to a two-part questionnaire based on William A. Long’s Reactive Behavior Patterns Theory and Robert J. Sternberg’s Triarchic Theory of Intelligence. Examination scores were converted to a dichotomous pass/fail variable based on the Florida Real Estate Commission-mandated cut-off score of 75 correctly answered questions out of 100. The candidates’ responses to the questionnaire comprising the Long-Dziuban Inventory and the Cognitive Strengths Task List based on Sternberg’s theory, were crosstabulated with pass/fail to identify differential passing proportions, if any, based on reactive behavior pattern and/or cognitive strength. An ANOVA procedure was used with the raw scores to determine whether statistically significant differences in mean exam scores existed between the four Long Types and the three Cognitive Types adapted from Sternberg’s theory. The data were subjected to similar analyses to ascertain whether the ancillary traits described by Long were predictive of exam performance. A crosstabulation of Long Type by Cognitive (Sternberg) Type was performed to find out if any significant relationships existed between the several dimensions of the Long-Dziuban Inventory and the Cognitive Strengths Task List. The results revealed a moderate statistically significant relationship between exam performance and cognitive strength, with analytical types and creative types having the greatest exam success. Tenuous relationships were identified between exam performance and the Long types and traits and between the Long-based and the Sternbergbased components of the research instrument. Although the results of this study did not establish definitive relationships between the Long and Sternberg constructs, by combining them into a measure of cognitive style, it forged a framework for future research into the relationship between licensing examination performance and cognitive styles. Within this framework are the components of a predictive model potentially useful for identifying not only real estate licensing exam performance but also for identifying persons likely to succeed in the real estate industry.

Despite instructional changes and administrative support, students with learning disabilities in a middle school located in Georgia did not meet the state expectations to perform at their grade level in core subjects on the state's standardized test. The purpose of this correlational study was to determine whether a relationship existed between teachers' familiarity with Gardner's multiple intelligences (MI) theory and the MI instructional strategies they used in the classroom setting. Gardner's MI theory was used as the theoretical foundation, which supports the idea that if teachers can identify the intelligences (e.g., interpersonal, intrapersonal, visual/spatial, musical, bodily/kinesthetic, mathematical/logical, verbal/linguistic, and naturalistic) in each child and then teach to those abilities, the child will learn better. The sample included 61 middle school teachers who participated in Gardner's MI familiarity and MI practices online self-report survey. Data were analyzed descriptively and inferentially using correlations and regression. The results revealed that a majority (61%) of teachers were unfamiliar or only somewhat familiar with Gardner's MI theory. A simple linear regression revealed no significant relationship between teacher classroom practices and familiarity with Gardner's theory. Recommendations included conducting additional research on MI with a larger sample; additional research was also recommended on the best classroom practices for teachers to support a wide range of diverse learners. Implications for positive social change include providing the local site with information and recommendations that will further the dialogue related to what schools can do to promote learning and academic success for all students.

Abstract The purpose of this study was to explore the relationships between the multiple intelligence, its distribution among students, the performance of multiple intelligence, and self-concept of Pingtung County¡¦s aborigine students. 689 subjects from fifth- and six-grade students of aborigines and non-aborigines elementary schools were surveyed through ¡§multiple intelligence critical scale¡¨, and ¡§self-concept scale¡¨. The data was ordered and analyzed through descriptive statistics, one-way MANOVA and canonical correlation one. The findings of the study are¡G 1. On multiple intelligence, both aborigines and non-aborigines of Pingtung County gained similar higher scores, with equal performances on the eight intelligences. Spatial intelligence was generally superior, while naturalist intelligence inferior. 2. On the Multiple Intelligence Appraisal, there were significant differences between aborigines and non-aborigines. Meanwhile, they both had significant differences level in Multiple Intelligence Appraisal score including logical - mathematic intelligence, musical intelligence, interpersonal intelligence, and intra-personal intelligence with logical-mathematic intelligence of non-aborigines students superior to that of aborigine¡¦s, and the other intelligences of aborigines superior to those of the non-aborigine¡¦s. 3. Among aborigines, both PAIWAN and LUKAI races did not show any significant differences in the Multiple Intelligence Appraisal. 4. With reference to the difference sexes, the aborigines students have showed significant differences in the Multiple Intelligence Appraisal score. Female students were significantly superior to male students on certain kinds of intelligence such as linguistic intelligence, musical intelligence, interpersonal intelligence, intra-personal, and naturalist intelligence in the Multiple Intelligence Appraisal score. 5. Aborigines students who live in different areas also showed significant differences on the Multiple Intelligence Appraisal score. City aborigines were superior to those of mountain and country on logical - mathematic intelligence, linguistic intelligence spatial intelligence musical intelligence, interpersonal intelligence, and intra-personal intelligence in the Multiple Intelligence Appraisal score. 6. As to the relation of the Multiple Intelligence and self-concept of aborigines, the higher the interpersonal intelligence and intra-personal intelligence, the stronger of self-esteem and personal competence. And the higher of naturalist intelligence, the better personal competence. Key Words¡Gaborigines, PAIWAN, LUKAI, multiple intelligence, self-concept, self-esteem

The purpose of the present study was to investigate the relationships between preferences of multiple intelligences, perceptual and social learning styles, and English as foreign language proficiency. Two self-report questionnaires were administered to a total of 123 participants. The results showed that dominant intelligence preference was inter-personal and major learning-style preference was kinesthetic. Pearson correlation results revealed statistically significant positive relations between interpersonal intelligence and group learning style / linguistic intelligence and individual learning style / logical-mathematical intelligence and individual learning style / intra-personal intelligence and individual learning style / inter-personal intelligence and kinesthetic learning style in addition to negative relations between interpersonal intelligence and individual learning style / musical intelligence and individual learning style, and bodily-kinesthetic intelligence and tactile learning style. This indicates that pedagogical implications should consider individuals&rsquo / intelligences and learning style preferences, and further studies are needed to investigate the interactions among preferences of styles and intelligences. Finally, multiple regression results showed that logical-mathematical intelligence preference and visual learning style preference were the primary contributors to the English proficiency. Since no previous research was found comparing preferences of multiple intelligences and perceptual and social learning styles of foreign language learners, this study provided data-driven evidence for the interrelations between them. Those relationships as well as factorial structure for preferences for multiple intelligences and learning styles were discussed. Moreover, the need for further development of the questionnaires and the need for mixed method data collection were emphasized. Implications for interactions among learning styles and multiple intelligences were discussed.

Once viewed as a way to establish educational placement, high-stakes testing is used to establish benchmarks for success within school systems. Within a local Utah school district, raising these benchmarks has been deliberated due to a steady decline in Grade 8 language arts scores, which has heightened concerns among local school administrators and teachers. The purpose of this phenomenological study was to examine the perceptions of teachers on how to improve declining Grade 8 language arts test scores. Based on the theoretical concepts of constructivism, 3 research questions were created to examine the underlying factors of the steady decline in Grade 8 language arts test scores, teachers' perceptions of decline in Grade 8 test scores, and current instructional practices used by teachers to prepare students for high-stakes testing. Through semi-structured interviews, data were collected from a sample of 7 language arts teachers who held an academic degree in language arts area and were a faculty member at the selected school. Comparative analysis and the open coding process were used to find themes in the data. Specific themes included the need for change, different influences, and varying instructional practices to increase test scores each academic year. An individualized instructional curriculum might help increase test scores. A 3-day, in service workshop focused on helping teachers recognize current issues with test preparation and offered methods to help improve student learning through multiple intelligence-based instruction. This study contributes to social change within local Grade 8 language arts classrooms by providing information to educators on how to increase high-stakes test scores on an annual basis and increase overall student achievement.

The purpose of this research is to investigate whether the implementation of Cooperative Learning (CL) activities, incorporating the insights given by Howard Gardner’ (1993) theory of Multiple Intelligences (MI) and the notion of Whole Language Approach (WLA) in college EFL classrooms will have a positive effect on students’ language proficiency and attitude. A quasi-experimental study was developed. The site of this study was in an EFL classroom in a Taiwanese College. The subjects were from the researcher’s three English classes at Chung Hwa Institute of Medical Technology during one semester. Many learning activities based on Gardner’s theory of Multiple Intelligences were used while a Cooperative Learning approach was practiced. The data for this study was collected from three sources. One was from the subjects’ questionnaires on attitudes and on motivation, regarding Cooperative Learning and Multiple Intelligences. Another was from student interviews. The third was from the students’ test scores on their language proficiency tests. The results of the study showed that the experimental group that was taught using the ideas based on CL and MI outperformed the group based on CL, and the control group, on the Simulate English General Proficiency tests for the four language skills. Though there were no significant differences among them within this short-time study, the motivation in learning English was enhanced a great deal for the experimental group that was taught using the CL and MI ideas. Based upon the insight gained from this study, CL, MI, WLA and Language Learning Center were thus recommended to be integrated into the Junior College English curriculum. Pedagogical implications for the application of CL and MI in an EFL classroom were developed. Above all, suggestions for teacher development in CL and MI were proposed. Finally, suggestions for future research have been recommended.

A pupil with ADHD is constantly getting new impulses and is unable to focus and remain concentration on their task at school. When the pupil loses concentration he or she can often be loud and thereby disturbing all the other pupils in the classroom. One of the reasons for losing their concentration is that these pupils got poor working memory. A recently study shows that working memory can be improved by playing and practice music. A theory that all people have a multiple intelligence that emerges from learning is a part of this study because school should encourage all children and ensure their individual learning. Multiple intelligences means that each person learns in different ways, for example through the musical intelligence that this essay partly focuses on. Pupils with musical intelligence are absorbing information and learn through songs, rhythms and melodies. Then they associate their knowledge through this. In this essay, I interviewed two special education teachers and asked them how and if they use music in their special education with pupils that got ADHD. The result is that they are not using the music to a greater extent, but they would like to. Two music teachers were also interviewed to get a picture of what teachers with interest in music would like to do in school to make use of the music for the pupils that struggles. / ADHD är en diagnos som gör att eleven och till viss del alla omkring eleven får det jobbigt. En elev med ADHD får ständigt nya impulser och har svårt att rikta sin koncentration till samma ställe. Detta gör att det blir svårt för eleven att ta in instruktioner om en skoluppgift samt att bibehålla fokus och koncentration på uppgiften. När eleven tappar koncentrationen kan hon eller han ofta bli högljudd och därmed störa alla andra elever i klassrummet. Att eleverna tappar koncentrationen beror till viss del på svagt arbetsminne, vilket går att träna upp. En studie har visat att man genom musik, i detta fall instrumentalt genom övning, kan träna upp sitt arbetsminne. Teorier om att alla människor har en multipel intelligens som framträder vid inlärning är en del i denna uppsats då skolan ska främja alla barn och se till individen och dess lärande. Multipla intelligenser innebär att varje människa lär sig på olika sätt, exempelvis genom den musikaliska intelligensen som denna uppsats till viss del riktar in sig på. Genom musikalisk intelligens tar eleven till sig information och lär sig genom sånger, rytmer och melodier och associerar sedan sin kunskap genom detta. Till denna undersökning har jag intervjuat två specialpedagoger om hur och om de använder musiken i deras specialundervisning med elever med ADHD. Resultatet är dock att de inte använder musiken i större utsträckning, men att de vill veta mer. Två musiklärare intervjuades också för att få en bild om vad lärare med musikintresse tycker att man ska göra i skolan för att använda sig av musiken.

Once viewed as a way to establish educational placement, high-stakes testing is used to establish benchmarks for success within school systems. Within a local Utah school district, raising these benchmarks has been deliberated due to a steady decline in Grade 8 language arts scores, which has heightened concerns among local school administrators and teachers. The purpose of this phenomenological study was to examine the perceptions of teachers on how to improve declining Grade 8 language arts test scores. Based on the theoretical concepts of constructivism, 3 research questions were created to examine the underlying factors of the steady decline in Grade 8 language arts test scores, teachers' perceptions of decline in Grade 8 test scores, and current instructional practices used by teachers to prepare students for high-stakes testing. Through semi-structured interviews, data were collected from a sample of 7 language arts teachers who held an academic degree in language arts area and were a faculty member at the selected school. Comparative analysis and the open coding process were used to find themes in the data. Specific themes included the need for change, different influences, and varying instructional practices to increase test scores each academic year. An individualized instructional curriculum might help increase test scores. A 3-day, in service workshop focused on helping teachers recognize current issues with test preparation and offered methods to help improve student learning through multiple intelligence-based instruction. This study contributes to social change within local Grade 8 language arts classrooms by providing information to educators on how to increase high-stakes test scores on an annual basis and increase overall student achievement.

Intelligence and creativity are concepts used to describe the efforts of human beings to achieve the highest aspirations of the human brain-mind-spirit system.Howard Gardner, intelligence and creativity researcher, applied his Multiple Intelligence theory to case studies of creative masters from seven intelligence domains developing a template for research: Life Course Perspective: A Framework for Creativity Analysis. The framework consists of four sections: Child and Master, Creation of a Work, an Analysis of Creativity, The Creator and the Field, and Fruitful Asynchronicity. This case study uses Gardner's framework in examining cognition and creativity in a Navajo/Dineh university student creating in fine arts and nominated in bodily-kinesthetic and intra-personal intelligence. This explorative case study reveals that he also excels in other intelligence domains: linguistic and spatial. Meta-cognitive interviews with the case study subject, and his notebooks provide the data sources concerning his cognition and his creativity.Indigenous educators and researchers assert that there is a discernible difference in perspectives concerning western science conceptions and Indigenous experience. This research discovered points of resonance as well as tangential trajectories of cultural difference from Gardner's research conclusions. Discoveries in this exploration confirm the importance of culture and zeitgeist in knowledge development, pedagogy, schoolingand the creativity process. Emerging themes emanating from these discoveries areChild of the Holy People, Sacred Geography, and Fruitful Asynchronicity from an Indigenous Perspective.Conclusions from this inductive research support Gardner's framework in the cultural study of cognition and creativity, underscores the value of Multiple Intelligence theory, and provide examples of praxis consonant with Indigenous learning processes for Gifted & Talented Education. The American Indigenous symbiotic and synergetic perspectives are novel in the examination of intelligence and creativity in the American education system. The American Indian perspectives are possibly prophetic as they proceed beyond culture and Gifted education intersecting and informing other fields: psychology, educational anthropology, philosophy, and Indigenous studies both in American populations as well as Indigenous gifted students worldwide.