<div> <p>For several decades, educators have used Howard Gardner’s (1983) Multiple Intelligences Theory in a variety of ways to make teaching and learning more effective. However, within flight instruction, little or no attention has been focused on the concept of Multiple Intelligences and their impacts on student learning and retention. Consequently, the purpose of this study was to determine if Certified Flight Instructors (CFI) who have been provided with information about Multiple Intelligences perceived a positive relationship between their new knowledge about Multiple Intelligences and their instructional effectiveness. The study used participant journals, focus groups, and individual interviews to determine if CFIs perceived Multiple Intelligences Theory to be valuable when applied to flight instruction. The results indicated that the participants believed Multiple Intelligences Theory added value to their flight instruction. Implications for practice and directions for future research are provided.</p> </div> <br>

This study aimed to explore a program development process and explain how each component of the process contributes to overall procedure for determining 1st, 2nd, and 3rd grade students&rsquo / multiple intelligences profiles. The action research was conducted through implementing the incremental components of development process namely / (1) needs assessment, (2) program design, (3) program implementation and verification, (4) summative evaluation. Purposeful sampling methods were used to select the participants of the study. On the basis of the purposeful sampling methods, the participants comprised of two elementary schools with their 1st, 2nd and 3rd grade students, teachers, parents / three branch teachers / instruments developers / experts from the fields of multiple intelligences, psychology, sociology, social pediatrics, neurology, psychiatry, and child neurology. The data collection methods were interview, observation, written document analysis, questionnaire. Descriptive and content qualitative analyses were used to analyze the data. For the validity and reliability purposes of the materials developed throughout the study, quantitative data and quantitative data analysis were conducted. The results of the needs assessment indicated that the 1st, 2nd and 3rd grade teachers had various purposes to determine their students&rsquo / multiple intelligences profile. They used various methods having both weaknesses and strengths. The most appropriate method was using multiple methods / sources. The program with its materials was developed in the program design phase. The materials were &ldquo / story inventory,&rdquo / &ldquo / film inventory,&rdquo / &ldquo / parent questionnaire,&rdquo / and &ldquo / performance assessment.&rdquo / The program including its materials had both weaknesses and strengths. Therefore, effective modifications were conducted on the program in the program implementation and verification phase. Finally, the results of the summative evaluation indicated that the study and the program reached their purposes largely.

The purpose of the study was to investigate the effects of multiple intelligences based instruction on sixth grade students&amp / #65533 / science achievement, and attitudes towards science. This experimental research was conducted in the 2nd term of 2002 &amp / #65533 / 2003 educational year with sixth graders in METU Ankara College Primary School, and lasted for three weeks. A randomly chosen class was assigned to the experimental group and instructed by Multiple Intelligences Science Instruction, and the other randomly chosen class was assigned to the control group and instructed by Traditionally Designed Science Instruction. A total 50 students&amp / #65533 / scores were used for the analyses. Two classes were instructed with the same teacher. The background of the teacher was sufficient to apply multiple intelligences teaching strategies from the seminars that the teacher had been participated. The measuring tools were Science Achievement Test and Science Attitude Scale. Also an interview were made with the teacher of the groups. The pilot study was conducted with 57 sixth grade students in Atat&uuml / rk Primary School in Nigde. According to the results of the pilot study, some questions were revised in Science Achievement Test. Science Achievement Test and Science Attitude Scale were administered twice as pretest before the treatment and as posttest after the treatment to both groups to assess and compare the effectiveness of two different types of instruction utilized in science teaching. The data obtained from the posttests were analyzed by statistical techniques of multivariate analyses of covariance (MANCOVA). Results of the statistical analyses indicated that multiple intelligences science instruction was more effective than traditionally designed science instruction with respect to science achievement. However, the statistical analyses failed to show any significant differences between the experimental and control group&amp / #65533 / s attitudes towards science. The teacher of the groups had positive views and opinions about the implementation of the theory.

The purpose of the study was to explore in what ways the principles of Multiple Intelligences Theory (MIT) are implemented on the 1st graders&rsquo / Literacy Education (LE), to find out the effects of the implementation on 1st graders&rsquo / tendency towards the course and their teachers / on the 1st grade teachers&rsquo / tendency towards their students / on the 1st graders&rsquo / literacy achievement / on improvements of the 1st graders&rsquo / multiple intelligences. The qualitative data were gathered through interviews, observations, checklist form, students&rsquo / drawings and writings about the LE, students&rsquo / portfolios, photographs, written document and Teele Inventory for Multiple Intelligences. Descriptive and content analysis were done. The study was conducted during the 2003-2004 academic year. Based on purposeful sampling methods, the participants of the study was comprised of one 1st grade classroom with 26 students, five 1st grade teachers from BaSkent University College AySe Abla Schools and four 1st grade teachers from Gazi University Foundation Private Primary School. The results of the data analysis indicated that the teachers&rsquo / main focus was on preparing learning activities while planning the LE lesson based on the principles of MIT. They had difficulty in preparing and implementing the learning activities for naturalistic intelligence. However, they prepared and implemented learning activities for linguistic, interpersonal, bodily-kinesthetic, visual-spatial intelligences easily. Also, the students willingly participated in the learning activities that were based on bodily-kinesthetic, visual-spatial, musical-rhythmic, interpersonal intelligences / that were based on their most dominant intelligences and that activated more than one intelligence. Also, when the students who faced difficulty throughout the LE were helped by using the way based on the students&rsquo / dominant intelligences, they overcame the difficulties. Besides, most of the teachers knew various assessment methods based on the principles of MIT, but they rarely used them. Moreover, the teachers&rsquo / views about the differences and similarities between the LE based on MIT and that based on traditional methods were different from each other. The effects of the implementation on the 1st graders&rsquo / tendency towards the course, their teachers / on the 1st grade teachers&rsquo / tendency towards their students / on the 1st graders&rsquo / LE achievement were positive. Also, some variations were observed in terms of the students&rsquo / multiple intelligences throughout the LE.

Attention Deficit Hyperactivity Disorder (ADHD) has typically been treated with a deficits-based response while most research has ignored any intelligence differences between the subtypes, despite differing symptomology. This quantitative study explored whether or not a distinct pattern of intelligences existed within each of the subtypes or presentations of ADHD: inattentive (IT), hyperactive (HT), and combined (CT). Using Gardner's multiple intelligences theory, data were collected via an online, self-administered survey from a sample of 132 participants, over 18 years of age, with IT, HT, and CT ADHD. The goal was to identify the most predominant of 8 different strengths or intelligences. Predominant intelligence types were measured through the completion of the online Multiple Intelligences Developmental Assessment Scale (MIDAS). Discriminant function analysis was used to interpret differences and combinations among predictors through identification of interdependency and pattern delineation. Study results failed to identify a distinct pattern of a relationship between the types of intelligence and ADHD subtypes. Further research is needed in the area of identifying the strengths of individuals diagnosed with ADHD in an effort to shift treatment and intervention responses to a more strengths-based perspective, possibly impacting individual, academic, and social success for those with ADHD.

Due to increasing teacher accountability and standardized test score requirements attributed to the No Child Left Behind Act of 2001, this essay examines research of the positive influences of arts education on student academic achievement and social growth. Howard Gardner's Multiple Intelligences Theory and brain research, such as that of Eric Jensen, suggest the necessity for various types of instruction and assessment to ensure that all students' learning needs are met; and to maximize the potential for intellectual growth in each student. Harvard University's Project Zero programs: Artful Thinking, Art Works for Schools, and Arts PROPEL are examined. A+ Schools Program (North Carolina), and various schools and school districts around the United States having arts-rich curricula and high student academic and social achievement are identified. Community Outreach programs: Chicago Arts Partnership in Education (CAPE),Young Audiences of Indiana, the Pennsylvania Ballet show positive arts influence outside of the traditional classroom setting. Research by James S. Catterall, J. Burton, R. Horowitz, and H. Abeles on the question of learning transfer taking place across the disciplines is also examined.

The main purpose of this study is to compare the effects of the Multiple Intelligences based instruction versus traditional instruction on ninth grade students&#039 / physics achievement. MI inventory, Attitude Scale Toward the Content &ldquo / Coulomb&rsquo / s Law&rdquo / , Multiple Choice Physics Achievement test on the content &ldquo / Coulomb&rsquo / s Law&rdquo / , and MI based Physics Achievement rubric were used as measuring tools. The study was conducted with 268 ninth grade public high school students in Sincan district in the spring semester 2002-2003. There were two teachers and their eight classes in this study. MI inventory, Attitude Toward the Content &ldquo / Coulomb&rsquo / s Law&rdquo / , and Multiple Choice Physics Achievement test were administered as pretest to both experimental and control groups. Then, students in experimental groups were iv exposed to the MI based lessons. Students in experimental classes were grouped with respect to the students&rsquo / strongest intelligences in Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Interpersonal intelligence dimensions. In control groups, traditional teaching method was used. After three weeks treatment, all the students were posttested with the same tests. In experimental groups, students&rsquo / MI based physics achievement was measured on the last treatment week. The data were analyzed using SPSS by multivariate analyses of covariance (MANCOVA). According to the results of this study, multiple intelligences based instruction made significant effect on students&rsquo / physics achievement on the content &ldquo / Coulomb&rsquo / s Law&rdquo / with respect to the traditional method. However, multiple intelligences based instruction showed no significant effect on students&rsquo / physics attitude toward the content &ldquo / Coulomb&rsquo / s Law&rdquo / with respect to the traditional method.

The main purpose of the study was to compare the effectiveness of multiple intelligences theory based instruction (MITBI) and traditional science instruction (TSI) on 9th grade students&amp / #8217 / understanding of chemical bonding concept and attitudes toward chemistry. In the study, 50 ninth grade students from two classes of Gen&ccedil / Osman high school in Ankara were used. 25 of the students were assigned as experimental group and the other 25 as control group. They were instructed by the same teacher. The study was conducted during May of 2005. The groups were selected from eight 9th grade classes of Gen&ccedil / Osman High School randomly. The students are at the ages between 14 and 16. The group which was assigned as experimental group was instructed by multiple intelligences theory based instruction (MITBI) whereas the other group was traditionally instructed. This experimental study took a period of three weeks. To determine the effectives of multiple intelligences based instruction over traditional science instruction, an achievement test about chemical bonding concept which consisted of 25 items were administered and an attitude scale toward chemistry developed by Geban et al., was applied. Science Process Skill Test was administered to investigate the relationship between the students&amp / #8217 / science process skills and their achievement. For the statistical analysis, t-test, and Analysis of Covariance (ANCOVA) were used. The results showed that students who were instructed by multiple intelligences theory based instruction were achieved higher than the ones which were instructed by the traditional science instruction about chemical bonding concept. There was also a significant difference between the students instructed with Multiple Intelligences Theory Based Instruction (MITBI) and the students instructed with traditional science instruction (TSI) with respect to the attitudes of students toward chemistry. There was no significant difference between the attitudes and achievement of female students and that of male students. Students&amp / #8217 / science process skills had no greater contribution to their success.

This study sought to investigate the effects of multiple intelligences based instruction (MIBI) and learning styles on ninth graders&amp / #8217 / attitudes toward biology, biology achievement, and overall multiple intelligences. This experimental research was conducted in the second term of 2002-2003 educational year in Eregli high school. The sample involved in the study consisted of 64 students from the two different ninth grade classes taught by the same teacher. One class was assigned as the experimental group in which students were exposed to MIBI, whereas the other class was assigned as the control group in which students were exposed to traditional instruction in the unit of diversity and classification of living organisms. The data were obtained from attitudes toward biology scale, unit achievement test, multiple intelligences and Kolb&amp / #8217 / s learning style inventories, interviews with the students and the teacher, and observations in the experimental classroom during the treatment. Multivariate Analysis of Covariance was used for the quantitative data obtained from measuring tools. Results indicated that there was a significant effect of MIBI on students&amp / #8217 / attitudes toward biology and biology achievement, but there was not any significant effect of MIBI on students&amp / #8217 / overall multiple intelligences. In addition, there was not any significant effect of the students&amp / #8217 / learning styles on their attitudes toward biology, biology achievement, or overall multiple intelligences. Moreover, interpretations of the interviews with the students and the teacher, and the observations of the experimental classroom indicated that MIBI had positive contributions on teaching and learning process.

<p>  </p> <p>This study used two instruments for data collection: The Intelligence Survey (IS) and Multiple Framed Teaching Strategy Index (MIFTSI). Permission was requested and given to use the two instruments from the developers Luo and Huang. Educators who teach entrepreneurship education courses in one higher institution in the south-south of Nigeria are the primary source of data collection for this study. The study participants were those who volunteered to participate in the survey through their email addresses. The data collection used a Qualtrics questionnaire consisting of the Intelligence Survey and Multiple Framed Teaching Strategy Index, including five demographic questions. </p>