Esta pesquisa teve como objetivo principal levantar elementos para descobrir as possíveis relações entre as características empreendedoras e as múltiplas inteligências de contadores de Minas Gerais. Dessa forma, foram pesquisadas duas teorias: a teoria das necessidades, de David McClelland, e a teoria das múltiplas inteligências, de Howard Gardner. McClelland desenvolveu suas pesquisas estudando os aspectos comportamentais dos empreendedores e suas principais características, definidas em número de 10: busca de oportunidades e iniciativa, capacidade de correr riscos calculados, exigência de qualidade e eficiência, persistência, comprometimento, busca de informações, estabelecimento de metas, planejamento e monitoramento sistemáticos, persuasão e redes de contato e, por fim, independência e autoconfiança. A outra teoria que norteou este estudo foi a teoria das múltiplas inteligências desenvolvida por Howard Gardner. Na concepção de Gardner, a inteligência não está baseada em quantificação de QI, sendo essa apenas uma vertente entre várias expressões diferentes que a cognição humana assume. O autor elegeu oito faculdades predominantes: inteligência linguística, lógico-matemática, musical, corporal-cinestésica, espacial, interpessoal, intrapessoal e a naturalista. Sob o aspecto metodológico, esta pesquisa está situada dentro do método hipotético-dedutivo, utilizando uma abordagem positivista e definida como um estudo exploratório quanto aos seus objetivos. Como estratégias de pesquisa, foram utilizados a pesquisa bibliográfica e o levantamento, tendo sido utilizado um questionário como instrumento de coleta de dados. A definição da população de estudo e a distribuição dos questionários por meio eletrônico receberam o apoio do Conselho Regional de Contabilidade de Minas Gerais, culminando com a obtenção de 189 questionários válidos. De posse dos dados, primeiramente foram realizadas as descrições iniciais dos perfis dos contadores, que demonstraram 84% dos melhores resultados concentrados nas características empreendedoras: estabelecimento de metas, busca de informações, comprometimento e busca de oportunidades, e 64% dos melhores resultados em três inteligências: a lógica, a interpessoal e a intrapessoal, sendo que a inteligência linguística não apresentou bons índices de desenvolvimento nos contadores. Para a realização da correlação entre as características e as inteligências, foi utilizada a técnica de análise de correlações canônicas, para o que primeiramente foram calculadas as estatísticas descritivas dos dados dos grupos de variáveis independentes e dependentes, seguida dos testes de médias para verificar se existiam diferenças significativas entre as médias dos grupos e testadas as suposições inerentes à análise de correlação canônica, consideradas satisfatórias. Após a interpretação das funções canônicas através dos pesos canônicos, das cargas canônicas e das cargas cruzadas canônicas, um interessante relacionamento entre as inteligências e as características empreendedoras foi descoberto, o qual demonstrou que cerca de 20% das características manifestadas pelos indivíduos da população de estudo são explicadas pelo perfil de inteligências desses mesmos indivíduos, notadamente influenciados pelas inteligências interpessoal, intrapessoal e espacial. O padrão mais forte de relacionamento, corroborado pelas três formas de interpretação, ocorreu entre as inteligências espacial, interpessoal e intrapessoal e entre as características empreendedoras independência e autoconfiança, estabelecimento de metas e persistência. Esta pesquisa se limita aos resultados encontrados, não pretendendo fazer inferências no campo da psicologia aplicada. Ressalta-se que sua extrapolação aos demais contadores brasileiros também é limitada. Sugerem-se, para pesquisas futuras, que os resultados sejam estudados para ser transformados em propostas concretas de educação para os alunos de ciências contábeis. Que a pesquisa seja estendida aos demais contadores do Brasil. Que as correlações encontradas possam ser analisadas por estudiosos da psicopedagogia, de forma a se obter o mais claro entendimento de sua formação. / This research aimed to raise elements to discover the link between entrepreneurial characteristics and the multiple intelligences of Minas Gerais accountants. Thus, two theories were investigated: the theory of needs, David McClelland, and the theory of multiple intelligences, Howard Gardner. McClelland studied the behavioral aspects of the entrepreneurs and their main characteristics, defined in number of 10: the search for opportunity and initiative, ability to take calculated risks, demand for quality and efficiency, persistence, commitment, finding information, setting goals, systematic planning and monitoring, persuasion and contact networks and ultimately independence and selfconfidence. The second theory was the theory of multiple intelligences developed by Howard Gardner. To Gardner, intelligence is not only based on measurement of IQ, and this is just one strand among many different expressions that human cognition assumes. Gardner chose eight predominate intelligences: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal and naturalist. About the methodology applied in this study, it is situated within the hypothetical-deductive method, using a positivist approach and defined as an exploratory study about their goals. As research strategies, literature studies, survey, and a questionnaire to collect data were used. The population study definition and the electronically distribution of questionnaires received support from the Regional Accounting Council of Minas Gerais, culminating with the acquisition of 189 valid questionnaires. With the data, were first carried out the initial descriptions of the profiles of the accountants, which showed that 84% of the best entrepreneurial characteristics were setting goals, finding information, commitment, and seeking opportunities, and 64% of the best intelligences results were: the logical, the interpersonal and the intrapersonal. Unfortunately, the linguistic intelligence did not produce good results. To perform the correlation between the characteristics and intelligences, the canonical correlation analysis were used. But first, was calculated the descriptive statistics of data followed by the average tests to see if differences existed between the mean of groups and tested the inherent assumptions for canonical correlation analysis, which were considered satisfactory. After canonical functions interpretation, through the canonical weights, canonical loadings and canonical crossloadings, an interesting relationship between intelligence and the entrepreneurial characteristics was discovered, which showed about 20% of entrepreneurial characteristics expressed by individuals of the study population are explained by the intelligence profile, especially influenced by interpersonal, intrapersonal and spatial intelligences. The strongest pattern of relationships, supported by the three forms of interpretation occurred between spatial, interpersonal and intrapersonal intelligences and independence and self-confidence, goal setting and persistence entrepreneurial characteristics. This study has limited results and has not intending to make inferences in the field of applied psychology. Additionally the extrapolation of these results to other Brazilians accounts is limited. Suggestions for future research that involves these results: results must be studied to be transformed into concrete proposals for accounting students education, the research could be extended to other accountants in Brazil and that correlations between characteristics and intelligences can be examined by scholars of educational psychology, in order to obtain the clearest understanding of their formation.

M.Ed. / This thesis reports on an action research project carried out in a Private Higher Education Institution and relates to the contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning. It is argued that theories of multiple intelligences, while having been widely applied to teaching, have not been meaningfully applied to the assessment of learning or to the promotion of deep learning. Therefore, the problem for research was that insufficient consideration has been given to the possible contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning, and that there is a gap in the application of those theories to the assessment of learning. Consequently, the purpose of the research was to examine the potential contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning. The first aim of the research was to consider the assessment of learning and to demonstrate how deep learning may be promoted through assessment. Secondly, the research explored the potential contribution of theories of multiple intelligences to the assessment of learning; while the third aim considered the demands of deep learning and theories of multiple intelligences in relation to assessment. The fourth aim was to propose a theoretical framework for assessment for the promotion of deep learning in the context of theories of multiple intelligences; while the fifth aimed to derive related principles. The final aim was to apply the derived principles practically to a course of study. The theoretical framework for the research was built on a study of the literature relating to the assessment of learning, deep learning and theories of multiple intelligences. As the researcher was a practitioner, developing educational practice, a practitioner action research design was utilized, enabling the location of the research within a specific educational context and allowing for the development of a specific response to the research problem. Practitioner action research was particularly advantageous because it allowed for the improvement of practice, as v well as the generation of new knowledge with respect to the assessment of learning, deep learning and theories of multiple intelligences. Drawing the study of the literature and the empirical research together, the research findings were that theories of multiple intelligences have a contribution to make to the assessment of learning; learners were aware of and appreciated the variety available in assessment items; learners need clear guidance with respect to technical requirements for assessment options; theories of multiple intelligences make a positive contribution to the construction of assessment items that promote deep learning; and assessment that is shaped by multiple intelligences contributes to the promotion of deep learning in certain learners. The scholarly contribution of this study lies in that it has developed the application of theories of multiple intelligences to the assessment of learning in a manner that contributes to improved practice with respect to the assessment of learning in general and specifically to the promotion of deep learning through the assessment of learning, with application to both the higher education sector in particular and all education in general.

No description available.

No description available.

Inspired by writings on creativity and by Howard Gardner's theory of multiple intelligences, I conducted a series of ten "exercises" -- each of them a guided visualization followed by an opportunity to produce -- with nine- and ten-year-old students. The visualizations, which were designed to encourage the students to explore some of the many ways our minds have of knowing and learning, began with a simple relaxation exercise and proceeded to more challenging exercises involving, for instance, kinesthetic learning, sensory awareness, the logical and linguistic mind versus the spatial mind, and intra- and interpersonal intelligence. Following each visualization the students discussed what they had experienced (transcripts of the visualizations and the discussions are included in the thesis). The students responded in visual terms as well: after each visualization, each student created a two- or three-dimensional piece of art from materials such as matboard, construction and origami paper, glue, felt-tip pens, pipe cleaners, and plastic-coated wire. These visual responses have been photographed, described, and scored according to the number of materials used, the number of colors used, and the dimensionality of the piece (photos, descriptions, and scores are included in the "Gallery". I found, surprisingly, that the visualizations in which the students were the most imaginatively engaged did not always produce the most interesting art, and that girls were much less likely than boys to create three-dimensional pieces, although girls tended to use more colors and occasionally used relief on otherwise two-dimensional pieces. / Master of Architecture

No description available.

No description available.

No description available.

In Florida, we often read or hear on the news about the Florida Comprehensive Assessment Test (FCAT) and how it is negatively affecting our students, parents and schools. The number of standards, benchmarks, and grade level expectations teachers are required to teach students to prepare them for taking the FCA T often seems unmanageable and overwhelming. Additionally, traditional methods of teaching are oftentimes at odds with current research on brain-based learning, multiple intelligences, literature-based instruction, and integrated and thematic curriculum planning. Is there a way to combine all the best teaching practices from current research into one basic, cohesive model of teaching that not only fulfills the requirements of the Florida Sunshine State Standards and prepares students for the FCA T, but is also a workable product that can be implemented in the real world of teaching? This project creates one such teaching model referred to as a Standards-based, Eclectic, Elaborated, and Synergistic Yearlong Theme Cycle (SEES Cycle). In addition to the prototype SEES Cycle and its accompanying yearlong science roadmap, this project also introduces SEES Cycle teaching menus which are designed to provide teachers with a valuable resource in long-range planning and for daily, "subject integration" lesson planning. Exclusive to this project is the Multiple Intelligences Teaching Menu which links specific Florida Sunshine State Standards to certain multiple intelligences activities. Furthermore, this project presents the research substantiation that could move the SEES Cycle teaching model, science roadmap, and accompanying teaching menus from a theoretical framework to one of practical application.

First published in 1983, the theory of multiple intelligences (Gardner, 1983) struck a chord with thousands of educators across the world, providing a philosophical and structural framework that helped them make sense of and cater for the vast range of individual difference they encountered daily in their classrooms. However, while MI theory has found a ready audience amongst early childhood and primary school educators, and has been associated with a wide range of positive outcomes across a variety of educational settings, it continues to have little impact on secondary school practice. The aim of this qualitative action research project was to establish a collaborative research group of four junior secondary school teachers, who were interested in exploring MI theory and its implications for learning and teaching. In documenting their experiences, the project aimed to find out whether an MI-based programme was feasible in a junior secondary school context, and to identify the difficulties and barriers that impeded the participating teachers' endeavours to implement MI in their classrooms. The following research questions provided the focus for the project: 1. Can an MI-based approach to teaching and learning be successfully implemented in a junior secondary school programme? 2. What are the issues that secondary school teachers face when implementing MI into their classroom programmes? 3. What are the best ways to address these issues? iii A multiple case study approach provided an effective means of illustrating the individual complexity of teachers' situations, as they interacted with their students, the curriculum, their colleagues and their school environment, and was also flexible enough to accommodate the open-ended and evolving nature of the investigation. The following outcomes for teachers as a result of the MI project were noted: (a) Increased awareness and understanding of student diversity. (b) Extended teaching practice and enhanced teacher creativity. (c) Improved planning framework. (d) Teachers' beliefs about learning and intelligence were affirmed and extended. (e) Teachers experienced improved confidence in their abilities as teachers. (f) The emergence of a cohesive student-centred curriculum. (g) Improved collegiality. As a result of the project, many barriers to implementing MI theory into junior secondary school classrooms were identified, under the following categories: (a) Barriers relating to teacher culture (b) Barriers relating to management requirements (c) Barriers relating to time (d) Barriers relating to personnel (e) Barriers relating to external pressures on the school The outcomes of this project confirm findings in the research literature, which suggest that MI theory can provide a valuable philosophical and structural iv framework that helps teachers develop a greater awareness of student diversity and enhanced teaching practice, as well as the understanding that a uniform approach to teaching and learning meets the needs of too few. However, a number of entrenched structural and cultural barriers characteristic of the secondary school context were also identified, which suggest that the adoption of MI-based teaching practices on a wider scale is unlikely without an in-depth school-wide professional development initiative.