Thesis (M.A.)--Ohio University, November, 2003. / Title from PDF t.p. Includes bibliographical references (leaves 136-139)

Thesis (M.A.)--University of Montana, 2007. / Title from title screen. Description based on contents viewed Sept. 20, 2007. Includes bibliographical references (p. 23).

Thesis (Th. M.)--Dallas Theological Seminary, 2005. / Includes bibliographical references (leaves [63]-69).

Submitted by LUIS CAIO FERREIRA null (luiscaio.matematica@gmail.com) on 2017-12-15T14:00:58Z No. of bitstreams: 1 versão final-Luis Caio - 08-12.pdf: 2598463 bytes, checksum: c9b480be881d05968267d047cbd57974 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2017-12-15T17:30:30Z (GMT) No. of bitstreams: 1 ferreira_lc_me_sjrp.pdf: 2598463 bytes, checksum: c9b480be881d05968267d047cbd57974 (MD5) / Made available in DSpace on 2017-12-15T17:30:30Z (GMT). No. of bitstreams: 1 ferreira_lc_me_sjrp.pdf: 2598463 bytes, checksum: c9b480be881d05968267d047cbd57974 (MD5) Previous issue date: 2017-11-07 / A proposta que será apresentada, e discutida, neste trabalho é consequência de reflexões sobre o desenvolvimento de uma atividade que visou resgatar as notas de alunos de uma turma do segundo ano do ensino médio de uma escola vinculada à Federação das Indústrias do Estado de São Paulo, Serviço Social da Indústria (SESI-SP). Tal proposta está amparada em orientações oficiais e tem a neurociência como aliada. Dentre os resultados destaca – se a importância do desenvolvimento de atividades em grupo associado a estudos realizados pelos alunos sob orientação do professor, bem como estrutura adequada. / The proposal which will be introduced and discussed in this work, is consequence of reflections about the development of an activity that aimed to improve the students’ grades from a Second Year High School Class of a school attached to Federal Industry of São Paulo State, Industrial Social Service (SESI-SP). Such proposal is covered in official orientations and has the principles of neuroscience as support. Among the results is highlighted the importance of developing group activities associated with studies carried out by students under the teacher orientations.

DE PAULA, R. N. F. Ensino de Física e inteligências múltiplas: softwares educativos como coadjuvantes no processo de desenvolvimento de inteligências lógico - Matemática e Linguística. 2017. 143 f. Dissertação (Mestrado Nacional Profissional em Ensino de Física) - Centro de Ciências, Universidade Federal do Ceará, Fortaleza, 2017. / Submitted by francisco lima (admir@ufc.br) on 2017-08-02T19:18:51Z No. of bitstreams: 1 2017_dis_rnfdp.pdf: 2991868 bytes, checksum: dbea3dcdcb4a8bf8205d8324fb48d806 (MD5) / Approved for entry into archive by Giordana Silva (giordana.nascimento@gmail.com) on 2017-08-04T17:07:21Z (GMT) No. of bitstreams: 1 2017_dis_rnfdp.pdf: 2991868 bytes, checksum: dbea3dcdcb4a8bf8205d8324fb48d806 (MD5) / Made available in DSpace on 2017-08-04T17:07:21Z (GMT). No. of bitstreams: 1 2017_dis_rnfdp.pdf: 2991868 bytes, checksum: dbea3dcdcb4a8bf8205d8324fb48d806 (MD5) Previous issue date: 2017 / The updating in the teaching process and, more specifically, in the learning process are the pillars that guide this work. The view that the student is a passive person in the role of learner must be changed and, in this way, the Multiple Intelligences Theory is a tool that can provide the beginning of a fruitful discussion about this subject. The general objective is to identify, according to the Theory of Multiple Intelligences, the levels of Logical - Mathematical and Linguistic Intelligence with the purpose of making decisions about changes in the learning process in Physics so that the mentioned intelligences can be developed. In this study we used field research of a quantitative nature whose data collection occurred during the year 2015 together with a sample of 226 students from all high school in a state public school in Fortaleza, which constituted the test group. The control group was formed by students from the same school who had good income in the discipline of Physics and entered courses in Colleges and Universities that are directly related to the discipline of Physics. The data collection instrument consists of a spreadsheet containing the Multiple Intelligences inventory developed by Gardner. The data indicate that the intelligences directly related to learning in Physics are: Logical - Mathematical, Linguistic and Musical. The systematization of these data resulted in an educational product that is characterized as a manual that will guide the Physics teacher about how to use the knowledge of the multiple intelligences of the students in the classroom with the purpose of promoting a better understanding of the physical concepts worked well As a greater participation of students in the learning process. / A atualização no processo de ensino e, mais especificamente, no processo de aprendizagem são os pilares que norteiam este trabalho. A ótica de que o aluno é alguém passivo no papel de aprendiz deve ser mudada e, desta forma, a Teoria das Inteligências Múltiplas é uma ferramenta que pode proporcionar o início de uma discussão frutífera acerca deste assunto. O objetivo geral consiste em identificar, de acordo com a Teoria das Inteligências Múltiplas, os níveis de inteligência Lógico – Matemática e Linguística com o intuito de se tomarem decisões acerca de alterações no processo de aprendizagem em Física para que as inteligências citadas possam ser desenvolvidas. Na realização deste trabalho utilizou–se pesquisa em campo de natureza quantitativa cuja coleta de dados ocorreu durante o ano de 2015 junto à uma amostra de 226 alunos de todo o ensino médio em uma escola pública estadual em Fortaleza, que constituiu o grupo de testes. O grupo de controle foi formado por alunos egressos da mesma escola que possuíam bons rendimentos na disciplina de Física e ingressaram em cursos de Faculdades e Universidades que estão, diretamente relacionados à disciplina de Física. O instrumento de coleta de dados consiste em planilha que contém o inventário das Inteligências Múltiplas desenvolvido por Gardner. Os dados apontam que as inteligências diretamente relacionadas à aprendizagem em Física são: Lógico – Matemática, Linguística e Musical. A sistematização destes dados resultou em um produto educacional que se caracteriza como um manual que orientará ao professor de Física acerca de como utilizar o conhecimento das inteligências múltiplas dos estudantes em sala de aula com o intuito de promover uma maior compreensão dos conceitos físicos trabalhados, bem como uma maior participação dos alunos no processo de aprendizagem.

Submitted by KAROLINE GESSIANE PERSEGUEIRO null (karolinepersegueiro@hotmail.com) on 2016-10-21T22:01:39Z No. of bitstreams: 1 Trabalho_Final.pdf: 4152120 bytes, checksum: f6ffaaf8a14631bf9205f14e2d02a77e (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-10-27T17:38:23Z (GMT) No. of bitstreams: 1 persegueiro_kg_me_rcla.pdf: 4152120 bytes, checksum: f6ffaaf8a14631bf9205f14e2d02a77e (MD5) / Made available in DSpace on 2016-10-27T17:38:23Z (GMT). No. of bitstreams: 1 persegueiro_kg_me_rcla.pdf: 4152120 bytes, checksum: f6ffaaf8a14631bf9205f14e2d02a77e (MD5) Previous issue date: 2016-08-31 / O presente trabalho tem como objetivo pesquisar em uma escola de educação especial se o cinema pode desenvolver algumas das Inteligências Múltiplas? A teoria das inteligências múltiplas foi desenvolvida pelo psicólogo Howard Gardner (1983) e questiona o conceito de inteligência como uma única faculdade intelectual. Parte do princípio que o ser humano pode apresentar mais de uma inteligência e desempenhar habilidades e competências em diversas áreas de conhecimento. Para o desenvolvimento dessa pesquisa foram selecionados 14 alunos deficientes intelectuais leves para participar de um grupo. Esta pesquisa foi realizada na Associação de Pais e Amigos dos Excepcionais (APAE), na cidade de Rio Claro. A proposta da pesquisa é compreender o estudo das Inteligências Múltiplas e a contribuição que o cinema pode desempenhar aos alunos deficientes intelectuais. Pautados nesse princípio, destaca-se a importância do cineasta francês Alain Bergala que tem inspirado educadores, pois discute possibilidades metodológicas para a utilização de filmes dentro da escola que visam trabalhar o cinema como arte e como hipótese de alteridade. A partir dessas concepções, foram desenvolvidas com o grupo de alunos na APAE atividades de exibição de filmes. A escolha desses filmes aconteceram por meio de uma seleção com alguns critérios. Os filmes selecionados possuem personagens deficientes intelectuais e são filmes que podem representar conteúdos relevantes para o aprendizado desses alunos. Por isso foram selecionados cinco filmes e temáticas para serem discutidas com o grupo. Os filmes selecionados e as temáticas foram: Simples como Amar, que discute as relações amorosas/sexualidade/constituição familiar, De porta em porta que discute trabalho / autonomia e independência, Meu nome é rádio que discute discriminação e o preconceito, o quarto filme escolhido Colegas para discutir a importância dos vínculos sociais (a amizade) e O guardião de Memórias, que aborda o tema da rejeição familiar e preconceito sobre o deficiente intelectual/ Síndrome de Down. A metodologia utilizada é a pesquisa de intervenção, sendo desenvolvidas atividades práticas com os alunos. Desta forma, a pesquisa visa discutir a teoria das Inteligências Múltiplas na área da educação especial e o cinema por meio da perspectiva de Alain Bergala. / This study aims to search for a special education school if cinema can develop some of Multiple Intelligences? The theory of multiple intelligences was developed by psychologist Howard Gardner (1983), which questions the concept of intelligence as a unique human faculty. It assumes that a human being can have more of an intelligence and play skills and expertise in various fields of knowledge. For the development of this survey were selected 14 mild intellectual disabled students to participate in a group. This research was conducted in the Association of Parents and Friends of Exceptional (APAE) in the city of Rio Claro. The purpose of the research is to understand the study of Multiple Intelligences and the contribution that cinema can play in intellectual disabled students. Our hypothesis is that teachers working in APAE understand the film only as an entertainment, disregarding other ways, such as: language, art and learning. As asks Silva (2007, p.52), "Does the movie is just fun without any educational value?". Guided by this principle, we highlight the importance of French filmmaker Alain Bergala that has inspired educators, it discusses methodological possibilities for the use of film in school aimed at working cinema as art and as otherness hypothesis. From these concepts were developed with the group of students in APAE film screenings activities. The choice of these films took place through a selection of some criteria. The selected films have intellectual disabilities are characters and films that may represent relevant content for the learning of these students. So we selected five films and themes to be discussed with the group. The selected films and the themes were: Simple as Amar, discussing love relationships / sexuality / family constitution, Door to door discussing work / autonomy and independence, my name is radio discussing discrimination and prejudice, the chosen room movie colleagues to discuss the importance of social ties (friendship) and The Memoirs of guardian, which addresses the issue of family rejection and prejudice on the intellectual disabled / Down Syndrome. The methodology used is the intervention research, being developed practical activities with the students. Thus, the research aims to discuss the theory of Multiple Intelligences in the field of special education and film by Alain Bergala perspective.

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.

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.