Abstract Gardner's ( I983) Theory of Multiple Intelligences supports developmentally appropriate practice (DAP) espoused by NAEYC for early chiJdhood classrooms. This research examines teachers' use of multiple intelligences-based (MI-based) strategies while teaching for mastery of the required Florida's Sunshine State Standards (SSS). Second grade teachers in a rural community in Central Florida were surveyed with follow-up interviews regarding their teaching practices and philosophies. Data collected show that teachers believe children can master SSS using MI-based strategies but report barriers of large class sizes. Teachers who received training on Ml reported greater success with MI strategies. Teachers reported more use of MI-based strategies for teaching than in their assessment practices. Discussion includes the impact of the state standardized assessments.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:honorstheses1990-2015-1497 |
| Date | 01 January 2005 |
| Creators | Taylor, Bonnie |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | HIM 1990-2015 |
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