Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

The research is attempt to refer to the theories of multiple intelligences on English teaching to the 4th graders by utilizing Action Research Method. The duration of this research lasts 20 weeks, 40 minutes per session, total of 20 periods. It specifically records the process of research and the self-reflection of the researcher in order to exam how to take good care of students¡¦ individual differences in the implement of Multiple Intelligences English Teaching Programs. By introducing different kinds of multiple intelligences activities, teachers are able to encourage students¡¦ greater interest and moreover, guide them into the field of English-learning. Besides, not only can we understand the effects of multiple intelligences on English teaching and learning, but also can we view if they may offer any help to students on developing performances, as to prove the value for Gardner¡¦s theory of multiple intelligences to English course. In this research, the researcher designs several different teaching activities and worksheets to guide students how to fully practice the text of each unit with the help of multiple intelligences. That can also lead them to further explore and develop their abilities of multiple intelligences as well as learning achievement. Furthermore, this also includes appreciation teaching ¡V cooperation of peers -- to have a role model to follow and achieve the goal of leveling up students¡¦ performances and motivation. I. The Objectives of the Research 1. To discuss the application of Gardner¡¦s theory of multiple intelligences to the English courses of the 4th graders. 2. To exam the application of Gardner¡¦s theory of multiple intelligences to the development of students¡¦ performances. 3. To view the application of Gardner¡¦s theories of multiple intelligences to the self-reflection of the researcher and the students. In this study¡§Multiple Intelligences Appraisal¡¨, ¡§English Learning Achievement Assessment¡¨, ¡§Learning Experience Questionnaire¡¨ and qualitative approach , for example, teacher¡¦s anecdotes, teaching reflection, classroom video recording, students¡¦ introspection sheet, multiple intelligences worksheets, photographs of works, self-evaluation of English learning were used to collect the related data. The quantitative data were analyzed by one-way ANCOVA to test the differences of the multiple intelligences, English competency, and learning motivation between the inquiry class and the comparison class. II. Conclusions 1. By the combination of the multiple intelligences and the English teaching programs, students can experience and absorb more happily in the process of learning. 2. To learn in the activities of all kinds of intelligences can further develop students¡¦ Bodily-Kinesthetic intelligence¡B Interpersonal Intelligence and Intrapersonal Intelligence. 3. Through the activities of all kinds of intelligences can increase students¡¦ English abilities in dialogues. 4. Using the theories of multiple intelligences as the main teaching methods of English courses can attract students¡¦ more interest to learn. 5. Utilizing the theories of multiple intelligences on English teaching can help the researcher and the students to further self-reflection and self-development. III. Advices 1. The integration of related subjects is necessary to Multiple Intelligences teaching programs. 2. With the help of multiple intelligences worksheets, students can take learning more easily. 3. The offer of multiple intelligences activities can level up students¡¦ interest. 4. Enrichment of the facilities makes teaching more efficiently. 5. Increase the arrangement of dialogues between masters and teachers.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Vita. Includes bibliographical references.

Thesis (M.E.)--University of Toledo, 2004. / Typescript. "A thesis [submitted] as partial fulfillment of the requirements of the Master of Education degree in Secondary Education." Includes bibliographical references (leaves 47-50).

Thesis (M.S.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2007. / Typescript. Includes bibliographical references.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on May 25, 2007). Includes bibliographical references.

No description available.

Thesis (M.S.)--Florida State University, 2005. / Advisor: Dr. Christine Readdick, Florida State University, College of Human Sciences, Department of Family and Child Sciences. Title and description from dissertation home page (viewed June 14, 2005). Document formatted into pages; contains vii, 50 pages. Includes bibliographical references.