語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
An exploratory study of the relation...
~
Morton, Frederick Gnass, Jr.
FindBook
Google Book
Amazon
博客來
An exploratory study of the relationship between the multiple intelligences and the preferred teaching methods of selected youth ministers.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
An exploratory study of the relationship between the multiple intelligences and the preferred teaching methods of selected youth ministers./
作者:
Morton, Frederick Gnass, Jr.
面頁冊數:
144 p.
附註:
Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0551.
Contained By:
Dissertation Abstracts International61-02A.
標題:
Education, Religious. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9962138
ISBN:
0599661518
An exploratory study of the relationship between the multiple intelligences and the preferred teaching methods of selected youth ministers.
Morton, Frederick Gnass, Jr.
An exploratory study of the relationship between the multiple intelligences and the preferred teaching methods of selected youth ministers.
- 144 p.
Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0551.
Thesis (Ph.D.)--New Orleans Baptist Theological Seminary, 1999.
The multiple intelligences theory, presented by Howard Gardner and amplified by Thomas Armstrong and David Lazear, served as a basis for the study. The purpose of the dissertation was to examine a sample of members of the National Network of Youth Ministries to determine the presence of a common multiple intelligences profile among youth ministers and to discover the relation of that pattern to the youth ministers' teaching preferences. The multiple intelligences of the sample were assessed using the Multiple Intelligences Development Assessment Scales (MIDAS). Teaching preferences were assessed using the Teaching Activity Preference Survey (TAPS) which was developed by the researcher.
ISBN: 0599661518Subjects--Topical Terms:
1017705
Education, Religious.
An exploratory study of the relationship between the multiple intelligences and the preferred teaching methods of selected youth ministers.
LDR
:02961nmm 2200313 4500
001
1818693
005
20060912071630.5
008
130610s1999 eng d
020
$a
0599661518
035
$a
(UnM)AAI9962138
035
$a
AAI9962138
040
$a
UnM
$c
UnM
100
1
$a
Morton, Frederick Gnass, Jr.
$3
1908008
245
1 3
$a
An exploratory study of the relationship between the multiple intelligences and the preferred teaching methods of selected youth ministers.
300
$a
144 p.
500
$a
Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0551.
500
$a
Adviser: R. Allen Jackson.
502
$a
Thesis (Ph.D.)--New Orleans Baptist Theological Seminary, 1999.
520
$a
The multiple intelligences theory, presented by Howard Gardner and amplified by Thomas Armstrong and David Lazear, served as a basis for the study. The purpose of the dissertation was to examine a sample of members of the National Network of Youth Ministries to determine the presence of a common multiple intelligences profile among youth ministers and to discover the relation of that pattern to the youth ministers' teaching preferences. The multiple intelligences of the sample were assessed using the Multiple Intelligences Development Assessment Scales (MIDAS). Teaching preferences were assessed using the Teaching Activity Preference Survey (TAPS) which was developed by the researcher.
520
$a
Means and standard deviations of the intelligence scales and subscales were examined in light of an interpretive range of scores from the MIDAS literature. A pattern resulted for youth ministers that included moderately high levels of linguistic and intrapersonal intelligence and high levels of interpersonal intelligence. Levels of the other five intelligences were not similar enough for the sample to produce a definitive result. The consistent, high levels of linguistic, interpersonal, and intrapersonal intelligence were found to be consistent with Armstrong's assumptions regarding MI and vocation.
520
$a
Pearson product-moment correlations were calculated between the intelligence scales of the MIDAS and the teaching techniques of the TAPS. Five of the forty-eight correlations were found to be significant at the .05 level of significance or higher. Similar correlations were performed between the intelligence subscales of the MIDAS and the individual teaching activities. Fifty-four of the correlations were found to be significant at the .05 level of significance or higher. These correlations were examined for their value in determining a pattern of intelligence and teaching preference interaction. No apparent value was discernable.
590
$a
School code: 0144.
650
4
$a
Education, Religious.
$3
1017705
650
4
$a
Psychology, Cognitive.
$3
1017810
650
4
$a
Education, Educational Psychology.
$3
1017560
690
$a
0527
690
$a
0633
690
$a
0525
710
2 0
$a
New Orleans Baptist Theological Seminary.
$3
1043536
773
0
$t
Dissertation Abstracts International
$g
61-02A.
790
1 0
$a
Jackson, R. Allen,
$e
advisor
790
$a
0144
791
$a
Ph.D.
792
$a
1999
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9962138
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9209556
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入