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

This study offers a new approach to raising mathematics achievement through the synthesis of Multiple Intelligences theory and Self-Efficacy theory. It proposes that the opportunity to learn through intellectual strengths will raise mathematics achievement both directly from students' increased understanding and indirectly through raising students' self-efficacy for mathematics. A mathematics learning program was developed for year eight students in a rural secondary school based on tasks resonating with their intellectual strengths. Both quantitative and qualitative indicators were used to compare the effects of the Multiple Intelligences learning program with the standard delivery of the mathematics curriculum to year eight students over their first term of study. After nine weeks participation in the Multiple Intelligences learning program, students demonstrated improved engagement and more positive attitudes in mathematics classes relative to their peers receiving standard instruction. The expected gains in mathematics achievement and self-efficacy were not demonstrated within the one-term span of the study. Assessment of the fidelity of implementation of the principles of Multiple Intelligences theory was confirmed through assessment of the classroom learning environment. Analysis of the reasons for the lack of differentiation revealed limitations in the traditional measures used for assessing the mathematics learning outcomes gained within the Multiple Intelligences program. / The loss of available year eight classroom instruction time from institutional assessment requirements and school policy decisions were found to be higher for the class receiving the Multiple Intelligences program than for the comparison class, and this is a significant confounding variable. It is concluded that significant changes to school organisational structures and assessment procedures are required before the cognitive and affective advantages of Multiple Intelligences learning may be realised optimally in the mathematics classroom.

Creativity and innovation have become two very important concepts in today’s society where the demand for these abilities are sought after. At the same time, the school system of today follows a more traditional outlook on what learning and knowledge means.The extend students ability to understand and elevate their motivation is possible through creative methods of working. In order to create a school system which can withstand the demands of the future by including creative methods in its model, a study was carried out to examine how teachers’ thoughts on creativity could mean for its development.This study took place in an elementary school in Sweden where Entreprenöriellt Lärande (EL) has been in use for the last two years. Three teachers were interview regarding subjects such as a) creativity and what it means, b) teaching and motivation and c) students abilities. The study showed that the concept of creativity had undergone some changes even though it was thought of as small ones. This in turn affected the work that was being done and the concept of teaching. At the same time, there are constraints in which the teachers are working, for instance limited recourses and having to reach certain goals. The innovative proposal this study contributes is based on those factors the teachers listed as most constraining.

The purpose of this study was to compare the multiple intelligence (MI) profiles of college undergraduate singers and non-singers in an effort to define patterns attributed to singing involvement, age, gender, and ethnicity, and to determine if these patterns old significance for teachers of singing. This study consisted of 233 subjects from three mid-west colleges. The MIDAS® (Multiple Intelligence Development Assessment Scales) instrument was used to determine the profiles of the eight specific areas of intelligence: verbal-linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, intrapersonal, interpersonal, and naturalist. Evaluation of the hypotheses resulted in the following conclusions:1. Differences exist in the multiple intelligence mean profiles of singers and non-singers with significant findings in the areas of musical intelligence (p =.000) and linguistic intelligence (p = .012). In both cases, singers scored significantly higher than non- singers. Further analysis indicates that the difference in linguistic intelligence is attributable to the male subjects only.2. No significant differences exist in the means of singers' MI profiles with respect to age.3. Significant differences exist between the means of singers' gender with respect to multiple intelligences as measured by the MIDAS in the areas of mathematical/logical intelligence (p = .021) and intrapersonal (p =.004) intelligence. Males scored significantly higher in both areas.4. Significant interactions exist between singers' and non-singers' gender and age (p =. 028) in spatial intelligence. The mean scores indicate that female spatial mean scores are higher with age and male spatial mean scores are lower with age.5. Significant interactions exist between singing involvement and age in intrapersonal intelligence (p =.033). Mean scores reveal that non-singers' intrapersonal mean scores are higher with age while singers' scores are lower with age.These findings suggest that MI profiles can be used by teachers of singing to create increasingly effective and individualized curriculum models. Singers' MI profiles are determined, ranking highest to lowest, as: musical, interpersonal, linguistic, intrapersonal, spatial, logical-mathematical, kinesthetic, and naturalist. Practical and specific suggestions for MI method implementation are offered. Further research is suggested for the ongoing development of MI-based voice curriculum and materials. / School of Music

Thesis (M.Ed.)--University of Waikato, 2007. / Title from PDF cover (viewed May 12, 2008) Includes bibliographical references (p. 183-192)

Thesis (D. Min.)--Austin Presbyterian Theological Seminary, 2004. / Abstract. Includes bibliographical references (leaves 103-104).

Thesis (D. Min.)--Austin Presbyterian Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 103-104).

Thesis (Ed.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 85-98) and index.

Thesis (D. Min.)--Austin Presbyterian Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 103-104).

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