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The relationship of multiple intelli...

Teele, Sue.

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The relationship of multiple intelligences to the instructional process.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship of multiple intelligences to the instructional process./
作者:	Teele, Sue.
面頁冊數:	176 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-08, Section: A, page: 2270.
Contained By:	Dissertation Abstracts International55-08A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9501918

The relationship of multiple intelligences to the instructional process.
Teele, Sue.

The relationship of multiple intelligences to the instructional process. - 176 p.

Source: Dissertation Abstracts International, Volume: 55-08, Section: A, page: 2270.

Thesis (Ph.D.)--University of California, Riverside, 1994.

The purpose of this dissertation is to describe a school where teachers are actively providing instruction based on the theory of multiple intelligences and identify the relationship of multiple intelligences to the instructional process. This qualitative study examined through interviews, observations, and analysis of documents how students, teachers, parents, principal, school board and district office and community respond to an instructional environment where students and teachers' dominant intelligences can become actively involved in the learning process.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The relationship of multiple intelligences to the instructional process.
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245 1 4 $a The relationship of multiple intelligences to the instructional process.
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500 $a Source: Dissertation Abstracts International, Volume: 55-08, Section: A, page: 2270.
500 $a Chairperson: Irving Balow.
502 $a Thesis (Ph.D.)--University of California, Riverside, 1994.
520 $a The purpose of this dissertation is to describe a school where teachers are actively providing instruction based on the theory of multiple intelligences and identify the relationship of multiple intelligences to the instructional process. This qualitative study examined through interviews, observations, and analysis of documents how students, teachers, parents, principal, school board and district office and community respond to an instructional environment where students and teachers' dominant intelligences can become actively involved in the learning process.
520 $a The theoretical framework focused on the theory of multiple intelligences and its application to the instructional process to see what outcomes are produced at a school when all students are taught through the seven intelligences.
520 $a The findings have demonstrated a strong relationship between multiple intelligences and the instructional process. Four domains, physical setting, organizational factors, human aggregate and social climate have been identified as elements that were prominent at the school studied and that can be utilized to provide a common framework in establishing schools where multiple intelligences and the philosophy that all children can and will learn is the foundational base. A model has emerged that defines the relationship between multiple intelligences and the instructional process. The four domains have key aspects that focus on how to provide a positive and personalized learning environment where all students can and will learn and develop extensive and intensive interpersonal relationships that enable the major players at the school to positively interact with one another to facilitate the growth and development of students.
520 $a The model is interactive with the students at the core of the schooling process. The theory of multiple intelligences becomes the vehicle for all students to achieve and is the key to providing quality instruction. Each of the elements have five key aspects that contribute to creating a personalized learning environment for the school and help develop a community of learners that together can provide quality instruction to all students. A restructured educational system has been created. This new system provides a very different social climate which in turn creates a child-centered educational environment.
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