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A cross case survey of research base...

Fisher, Elizabeth Moore.

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A cross case survey of research based on Howard Gardner's theory of multiple intelligences.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A cross case survey of research based on Howard Gardner's theory of multiple intelligences./
作者:	Fisher, Elizabeth Moore.
面頁冊數:	97 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-11, Section: A, page: 4171.
Contained By:	Dissertation Abstracts International58-11A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9815503
ISBN:	0591666308

A cross case survey of research based on Howard Gardner's theory of multiple intelligences.
Fisher, Elizabeth Moore.

A cross case survey of research based on Howard Gardner's theory of multiple intelligences. - 97 p.

Source: Dissertation Abstracts International, Volume: 58-11, Section: A, page: 4171.

Thesis (Ph.D.)--University of South Carolina, 1997.

This qualitative research focuses on Howard Gardner's Theory of Multiple Intelligences. A cross-case survey was conducted to answer the following questions: Does teaching to a student's individual intelligence as defined by Howard Gardner have an effect on student's progress. Progress is defined as steady improvement or advancement in a particular area. Secondly, the variables that influence the relationship between matching individual intelligence to a particular type of instruction were examined. The overall effect of Gardner's Theory on the learners in each population were examined.

ISBN: 0591666308Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A cross case survey of research based on Howard Gardner's theory of multiple intelligences.
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245 1 2 $a A cross case survey of research based on Howard Gardner's theory of multiple intelligences.
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500 $a Source: Dissertation Abstracts International, Volume: 58-11, Section: A, page: 4171.
500 $a Major Professor: Betty Buffard.
502 $a Thesis (Ph.D.)--University of South Carolina, 1997.
520 $a This qualitative research focuses on Howard Gardner's Theory of Multiple Intelligences. A cross-case survey was conducted to answer the following questions: Does teaching to a student's individual intelligence as defined by Howard Gardner have an effect on student's progress. Progress is defined as steady improvement or advancement in a particular area. Secondly, the variables that influence the relationship between matching individual intelligence to a particular type of instruction were examined. The overall effect of Gardner's Theory on the learners in each population were examined.
520 $a A complete literature search was conducted. From that search eight relevant studies were pinpointed for review and analysis. Next, the findings and characteristics of the studies were described. These descriptions served to deepen the understanding of Gardner's Theory of Multiple Intelligences in the environments the theory was utilized in.
520 $a Similarities and differences were examined and final conclusions were drawn from the studies. Studies revealed that the use of Gardner's Theory in school does serve to heighten student progress in an indirect way. The theory serves to heighten the awareness of student needs in many different types of classroom settings. Additionally, Gardner's Theory has positive influences when developing curriculum, utilizing cooperative education, and working with different populations of students. Finally, the use of Gardner's Theory enables educators to create learning environments that better enable all types of students to learn.
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