This report describes an action research project that was designed to determine the effect of using the multiple intelligences theory in the junior high school English class. Through a review of the multiple intelligences theory combined with analysis of its relation with English teaching, the researcher tried to design MI-based English teaching activities, construct the MI-based English instruction program and furthermore bring it into practice. The subjects consisted of thirty-three second-grade students selected from the researcher¡¦s junior high school in Kaohsiung. The MI-based English instruction program included twelve learning units in daily lessons and three cooperative learning projects. At the research period of twenty-three weeks, the data were collected through teacher observation records, students¡¦ learning reflections, teaching journals, MI-based worksheets, interviews, Multiple Intelligences Strategy Appraisal for English Learning, and English Learning Experience Questionnaire. The accumulations and analysis of the research results indicated a satisfaction of students¡¦ diversity and a significant improvement in several aspects including students¡¦ learning motivations, learning for understanding, memorizing learning materials, using English learning strategies, creating authentic learning environment, an improvement in English abilities, and understanding different cultures. The MI-based English instruction showed a positive learning atmosphere so students accepted the MI-based teaching model, and then hoped the researcher to keep the teaching model in the future. However, the research result also indicated that students learned the diverse English learning strategies, but they were unable to use the strategies very well. Besides, a few students with negative attitudes toward MI-based teaching hoped to be taught individually. The multiple intelligences theory is close to teachers¡¦ teaching experience that students learn in diverse ways. It provides a useful framework for teachers to organize all kinds of teaching methods. Moreover, the multiple intelligences theory is not just an idea. It is practicable for teachers to carry it out in daily lessons to solve the problems about students¡¦ diversity.

ABSTRACT The Relationships among Demographic Variables, Intelligences, Critical Thinking, and Emotional Intelligence of Junior High School Students. The main purpose of the study was to explore the relationships among demographic variables, intelligences, critical thinking, and emotional intelligence (EQ) of Junior High School Students. The participants included 547 students (293 males and 254 females) coming from five junior high schools in Tainan and Kaohsiung City. The instruments employed in this study were the subscales of intrapersonal intelligence and interpersonal intelligence from the Multiple Intelligences Scale, The Test of Critical Thinking Skills for Primary and Secondary School Students (TCTS-PS), The Questionnaire of Dispositions Toward Critical Thinking, and The Self-Report Scale of Children¡¦s Emotional Thinking. The Self-Report Scale of Children¡¦s Emotional Thinking comprised two subscales¡Xthe intrapersonal and the interpersonal intelligence of emotion. The employed methods included Descriptive Statistics, t-test, ANOVA, MANOVA, Cannon Correlation Analysis, and Discriminate Analysis. The main findings of this study were as follows: 1. The students¡¦ development of intrapersonal and interpersonal intelligence, critical-thinking skills, critical-thinking dispositions, and emotional intelligence were above the average. 2. The females outperformed the males in both the intrapersonal and interpersonal intelligence of emotion. 3. There were no significant differences on the EQ scores among the three grade levels. 4. The higher educational level the students¡¦ parents had, the better the students¡¦ EQ were. 5. There was a significant canonical correlation between the two kinds of intelligences and the eight factors of EQ. 6. There was a significant canonical correlation between the independent variable set and the eight factors of emotional intelligence. The independent variable set included gender, grades, the parents¡¦ educational level, intrapersonal intelligence, interpersonal intelligences, critical-thinking skills, and critical-thinking dispositions 7. The level of students¡¦ EQ could be effectively predicted by their critical-thinking skills and critical-thinking dispositions. Among the three levels of EQ, the middle level was predicted with the highest accuracy. The finding revealed that high critical-thinking skills and high critical-thinking dispositions required at least an average level of EQ. Therefore, critical-thinking is essential to EQ. Finally, some suggestions for instruction and further research were proposed.

This research is mainly by the 13 years experience in education system which is outside the authoritative information education system with kids and young people. Besides to construct the kids and young people apparent ability of information science and technology, the goal in the research is to research the hidden knowledge of the information science & technology which combines in the education. The research wants to clarify many presently myths of information education. And also wants to provide more efficiency and happy learning mode. The research is based on the book of Howard Gardner (2007)¡mFive Minds for the Future¡n. It takes ¡§Disciplined Mind¡¨, ¡§Synthesizing Mind¡¨, ¡§ Creating Mind¡¨, ¡§Respectful Mind¡¨, ¡§ Ethical Mind¡¨ as the main theory construction. To study student's minds development condition who is graduated from high school or university. And the comparison of minds growth condition of the junior high student who are joining in the competition. The findings discovered: To develop intelligences and minds of kids and young people on integration of Information Technology and the Education is not only constructed the basic information technology ability, and it can promote on the child body's instructive, self-confidence, independent exploration, spontaneous study within 2-3 years. Kids and young people almost were constructed and applied the abilities under the project-based works, and extend the top level for the minds and abilities, like the system thinking, problem solving, communication, the leadership. The special experience with five minds raises and the construction is being related. Ethics mind of the five minds must be in Disciplined Mind, Synthesizing Mind, the Creating Mind, and the Respectful Mind raises certain foundation since childhood, the abstract thinking ability level grows up naturally, the kids and young people becomes the good citizen in the 21st century era. It must be presented during the university life or entering the work place obviously.

Intelligence as a psychological construct has received vast attention from professionals and lay persons. The theory of multiple intelligences as a perspective of understanding intelligence has enjoyed extensive research. The present study took advantage of the theory of multiple intelligences as stipulated by Gardner (1983), which puts fourth seven types of intelligences (verbal/linguistic, bodily – kinesthetic, musical, logical/mathematical, spatial, interpersonal and intrapersonal intelligence). The aim of the study was to investigate the relationship between these types of intelligences and gender, age and education. Participants comprised of 83 female and 75 male university students between the ages of 18 years and 50 years. Participants were requested to estimate their own and their parents’ scores for the seven multiple intelligences and overall intelligence. For parents’ estimates on overall and multiple intelligences, there was no statistically significant difference in those types of intelligences traditionally associated with females (musical, interpersonal, intrapersonal intelligences) and those traditionally associated with males (logical and verbal intelligences). Parents’ level of education had a significant impact on their estimated levels of intelligence; those parents in the Diploma/Degree category were rated as statistically significantly more intelligent than those in the No Diploma/Degree category. The mothers in the Diploma/Degree category were rated as significantly more intelligent on overall, verbal, logical, spatial, musical, and interpersonal intelligences, while the fathers in the same category were estimated as significantly more intelligent on overall, verbal and logical intelligences. Future studies on lay persons’ conceptions of intelligence should include more refined measures of socio-economic status and level of education. Qualitative investigations into the meaning of intelligence in different cultural contexts are also needed. / Thesis (M.Soc.Sci.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

Thesis (D. Min.)--Austin Presbyterian Theological Seminary, 2005. / Includes bibliographical references (leaves 122-131).

Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on Oct. 30, 2007). Includes bibliographical references.

Thesis (DDes) - Faculty of Design, Swinburne University of Technology, 2006. / Submitted in partial fulfilment of the requirements of the degree of Professional Doctorate in Design, Faculty of Design, Swinburne University of Technology - 2006. Typescript. Bibliography: p. 76-85.

Thesis (M.A.)--Ohio University, November, 2003. / Includes bibliographical references (leaves 136-139).

Thesis (D. Min.)--Austin Presbyterian Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 212-218).

Thesis (M.A.)--Wheaton College Graduate School, 2002. / Abstract. Includes bibliographical references (leaves 29-33).