Although Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent childhood disorders, occurring in about three to five percent of the school-going population, there is a dearth of information in literature concerning ADHD learners' intellectual strengths and weaknesses and concomitant learning preferences. An abundance of literature sources can, however, be traced dealing with ADHD learners' behavioural and scholastic problems. Because of this predominantly negative focus on ADHD, these learners are often misunderstood and didactically neglected by teachers in regular classrooms. In 1983, Howard Gardner proposed a new model for understanding intelligence, namely the Theory of Multiple Intelligences (Ml). He stated that a person can be intelligent in more than one way and identified eight intelligences, namely linguistic-verbal, logical-mathematical, visual-spatial, musical, bodily-kinaesthetic, interpersonal, intrapersonal and naturalist. Ml theory provides teachers with a positive model for understanding, supporting and accommodating ADHD learners better in classrooms. The aims of the research were to determine: - what the Ml profiles of ADHD learners reveal in terms of their intellectual strengths and weaknesses; - whether the Ml profiles of ADHD and non-ADHD learners differ significantly; and - what the implications of ADHD learners' Ml profiles are for their teaching and learning. With a view to achieve these aims, a literature study and an empirical investigation were undertaken. The literature study focussed on ADHD, Ml theory and its implications for the teaching and learning of ADHD learners. \n the empirical section of the research, a self-report questionnaire (MIDAS-KIDS) was administered to a group of ADHD and non-ADHD learners who attend five Section 21 primary schools (ex-model C schools) in the D12 school district (Roodepoort) of the Gauteng Province. The data was statistically analysed and the following findings were made: - The Ml profile of the ADHD learners revealed no visible intellectual strengths and weaknesses. - With the exception of Writing and Reading, no differences of real practical significance were observed in the Ml profiles of the ADHD and non-ADHD participants. The following conclusions were drawn, based on these findings: - The MIDAS-KIDS is a measure of perceived intellectual disposition and because factors such as positive illusory bias (PIB) may cause disparities between ADHD learners' perceived and demonstrated intellectual competence, Ml profiles need to be reviewed and interpreted carefully against the backdrop of other diagnostic information when decisions are made with regard to ADHD learners' intellectual strengths and weaknesses. - Although with the exception of Writing and Reading, no differences of real practical significance were observed in the Ml profiles of the ADHD and non-ADHD learners, it is still important that teachers and other professionals take cognisance of Ml theory and its application potential for the optimal intellectual development of ADHD and other learners in classrooms. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

Although Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent childhood disorders, occurring in about three to five percent of the school-going population, there is a dearth of information in literature concerning ADHD learners' intellectual strengths and weaknesses and concomitant learning preferences. An abundance of literature sources can, however, be traced dealing with ADHD learners' behavioural and scholastic problems. Because of this predominantly negative focus on ADHD, these learners are often misunderstood and didactically neglected by teachers in regular classrooms. In 1983, Howard Gardner proposed a new model for understanding intelligence, namely the Theory of Multiple Intelligences (Ml). He stated that a person can be intelligent in more than one way and identified eight intelligences, namely linguistic-verbal, logical-mathematical, visual-spatial, musical, bodily-kinaesthetic, interpersonal, intrapersonal and naturalist. Ml theory provides teachers with a positive model for understanding, supporting and accommodating ADHD learners better in classrooms. The aims of the research were to determine: - what the Ml profiles of ADHD learners reveal in terms of their intellectual strengths and weaknesses; - whether the Ml profiles of ADHD and non-ADHD learners differ significantly; and - what the implications of ADHD learners' Ml profiles are for their teaching and learning. With a view to achieve these aims, a literature study and an empirical investigation were undertaken. The literature study focussed on ADHD, Ml theory and its implications for the teaching and learning of ADHD learners. \n the empirical section of the research, a self-report questionnaire (MIDAS-KIDS) was administered to a group of ADHD and non-ADHD learners who attend five Section 21 primary schools (ex-model C schools) in the D12 school district (Roodepoort) of the Gauteng Province. The data was statistically analysed and the following findings were made: - The Ml profile of the ADHD learners revealed no visible intellectual strengths and weaknesses. - With the exception of Writing and Reading, no differences of real practical significance were observed in the Ml profiles of the ADHD and non-ADHD participants. The following conclusions were drawn, based on these findings: - The MIDAS-KIDS is a measure of perceived intellectual disposition and because factors such as positive illusory bias (PIB) may cause disparities between ADHD learners' perceived and demonstrated intellectual competence, Ml profiles need to be reviewed and interpreted carefully against the backdrop of other diagnostic information when decisions are made with regard to ADHD learners' intellectual strengths and weaknesses. - Although with the exception of Writing and Reading, no differences of real practical significance were observed in the Ml profiles of the ADHD and non-ADHD learners, it is still important that teachers and other professionals take cognisance of Ml theory and its application potential for the optimal intellectual development of ADHD and other learners in classrooms. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

This study explored the articulation of multiple and empathic intelligences in educational drama. The investigation used a qualitative multiple-case study to examine the teaching methodologies of two teachers, as well as the structure of the drama units they taught. Following the observations the two teachers were then interviewed to explore their interpretation of their drama teaching. The findings indicate that multiple and empathic intelligences are articulated in educational drama in varied and complex ways. This finding was similar for both units, whether or not the teachers specifically planned with multiple and empathic intelligences in mind. The teachers confirmed that drama integrates the intelligences. Furthermore, they modelled the intelligences in their teaching. Also demonstrated was the ability of drama strategies to address individual needs of the students while exploring complex topics within a metaphorical context.

The purpose of the study was to investigate the effects of multiple intelligences based instruction on sixth grade students&amp / #65533 / science achievement, and attitudes towards science. This experimental research was conducted in the 2nd term of 2002 &amp / #65533 / 2003 educational year with sixth graders in METU Ankara College Primary School, and lasted for three weeks. A randomly chosen class was assigned to the experimental group and instructed by Multiple Intelligences Science Instruction, and the other randomly chosen class was assigned to the control group and instructed by Traditionally Designed Science Instruction. A total 50 students&amp / #65533 / scores were used for the analyses. Two classes were instructed with the same teacher. The background of the teacher was sufficient to apply multiple intelligences teaching strategies from the seminars that the teacher had been participated. The measuring tools were Science Achievement Test and Science Attitude Scale. Also an interview were made with the teacher of the groups. The pilot study was conducted with 57 sixth grade students in Atat&uuml / rk Primary School in Nigde. According to the results of the pilot study, some questions were revised in Science Achievement Test. Science Achievement Test and Science Attitude Scale were administered twice as pretest before the treatment and as posttest after the treatment to both groups to assess and compare the effectiveness of two different types of instruction utilized in science teaching. The data obtained from the posttests were analyzed by statistical techniques of multivariate analyses of covariance (MANCOVA). Results of the statistical analyses indicated that multiple intelligences science instruction was more effective than traditionally designed science instruction with respect to science achievement. However, the statistical analyses failed to show any significant differences between the experimental and control group&amp / #65533 / s attitudes towards science. The teacher of the groups had positive views and opinions about the implementation of the theory.

The purpose of the study was to explore in what ways the principles of Multiple Intelligences Theory (MIT) are implemented on the 1st graders&rsquo / Literacy Education (LE), to find out the effects of the implementation on 1st graders&rsquo / tendency towards the course and their teachers / on the 1st grade teachers&rsquo / tendency towards their students / on the 1st graders&rsquo / literacy achievement / on improvements of the 1st graders&rsquo / multiple intelligences. The qualitative data were gathered through interviews, observations, checklist form, students&rsquo / drawings and writings about the LE, students&rsquo / portfolios, photographs, written document and Teele Inventory for Multiple Intelligences. Descriptive and content analysis were done. The study was conducted during the 2003-2004 academic year. Based on purposeful sampling methods, the participants of the study was comprised of one 1st grade classroom with 26 students, five 1st grade teachers from BaSkent University College AySe Abla Schools and four 1st grade teachers from Gazi University Foundation Private Primary School. The results of the data analysis indicated that the teachers&rsquo / main focus was on preparing learning activities while planning the LE lesson based on the principles of MIT. They had difficulty in preparing and implementing the learning activities for naturalistic intelligence. However, they prepared and implemented learning activities for linguistic, interpersonal, bodily-kinesthetic, visual-spatial intelligences easily. Also, the students willingly participated in the learning activities that were based on bodily-kinesthetic, visual-spatial, musical-rhythmic, interpersonal intelligences / that were based on their most dominant intelligences and that activated more than one intelligence. Also, when the students who faced difficulty throughout the LE were helped by using the way based on the students&rsquo / dominant intelligences, they overcame the difficulties. Besides, most of the teachers knew various assessment methods based on the principles of MIT, but they rarely used them. Moreover, the teachers&rsquo / views about the differences and similarities between the LE based on MIT and that based on traditional methods were different from each other. The effects of the implementation on the 1st graders&rsquo / tendency towards the course, their teachers / on the 1st grade teachers&rsquo / tendency towards their students / on the 1st graders&rsquo / LE achievement were positive. Also, some variations were observed in terms of the students&rsquo / multiple intelligences throughout the LE.

Thesis (D.W.S.)--Institute for Worship Studies, 2004. / Abstract. Includes bibliographical references (leaves 197-202).

Thesis (D. Min.)--Northern Baptist Theological Seminary, 2006. / Abstract. Includes bibliographical references (leaves 230-237).

Thesis (D.W.S.)--Institute for Worship Studies, 2006. / Abstract. Includes bibliographical references (leaves 210-216).

Thesis (M.Ed.(Kurrikulumstudies))--Universiteit van Pretoria, 2004. / Includes bibliographical references (leaves 153-162) Available on the Internet via the World Wide Web.

Thesis (D.W.S.)--Institute for Worship Studies, 2004. / Abstract. Includes bibliographical references (leaves 197-202).