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Examining the Efficacy of Multiple I...

Roush, Lindsey E.

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Examining the Efficacy of Multiple Intelligence-Based Pedagogical Approaches on Males in Elementary Mathematics.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining the Efficacy of Multiple Intelligence-Based Pedagogical Approaches on Males in Elementary Mathematics./
Author:	Roush, Lindsey E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	120 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	Elementary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10610269
ISBN:	9781369839951

Examining the Efficacy of Multiple Intelligence-Based Pedagogical Approaches on Males in Elementary Mathematics.
Roush, Lindsey E.

Examining the Efficacy of Multiple Intelligence-Based Pedagogical Approaches on Males in Elementary Mathematics. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 120 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--The University of Findlay, 2017.

In education, teachers often struggle with keeping students on task during independent work time. This is especially true for male students. Howard Gardner (1983) established a theory of multiple intelligences, asserting that each individual student learns in a unique way. The purpose of this mixed methods research study was to examine the effect of integrating multiple intelligence based teaching strategies on third-grade male students and teachers. Particular emphasis was placed on what impact these strategies might have on male students' unwanted behavior. Pre-surveys were administered to teachers at two elementary schools to identify baseline teaching preferences/practices. Data on student engagement was gathered using an unwanted behavior tally chart. Teachers then participated in professional development focused on implementing six new multiple intelligence-based strategies in third-grade mathematics. After each strategy was implemented by the teacher, student reactions were collected via the same behavior tally chart. Upon conclusion, participating teachers completed a post-survey on teaching practices, and data sets were quantitatively analyzed. To corroborate data, the researcher also employed a qualitative approach while reviewing video footage of student and teacher activities, as well as analyzing an open-ended teacher survey administered at the conclusion of the study.

ISBN: 9781369839951Subjects--Topical Terms:

641385
Elementary education.

Examining the Efficacy of Multiple Intelligence-Based Pedagogical Approaches on Males in Elementary Mathematics.
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
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520 $a In education, teachers often struggle with keeping students on task during independent work time. This is especially true for male students. Howard Gardner (1983) established a theory of multiple intelligences, asserting that each individual student learns in a unique way. The purpose of this mixed methods research study was to examine the effect of integrating multiple intelligence based teaching strategies on third-grade male students and teachers. Particular emphasis was placed on what impact these strategies might have on male students' unwanted behavior. Pre-surveys were administered to teachers at two elementary schools to identify baseline teaching preferences/practices. Data on student engagement was gathered using an unwanted behavior tally chart. Teachers then participated in professional development focused on implementing six new multiple intelligence-based strategies in third-grade mathematics. After each strategy was implemented by the teacher, student reactions were collected via the same behavior tally chart. Upon conclusion, participating teachers completed a post-survey on teaching practices, and data sets were quantitatively analyzed. To corroborate data, the researcher also employed a qualitative approach while reviewing video footage of student and teacher activities, as well as analyzing an open-ended teacher survey administered at the conclusion of the study.
520 $a Findings indicated that teachers demonstrated a significant increase in the use of multiple intelligence-based approaches as a result of the new methods introduced during the professional development phase. Participating teachers indicated an ongoing commitment to continuing the use of several of the multiple intelligence-based strategies and found them both successful and valuable for keeping male students on task during independent work time in mathematics classes. Student data supported this, indicating that the male subjects demonstrated fewer unwanted behaviors once the new multiple intelligence based teaching approaches were implemented.
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