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An exploratory study of the relation...

Morton, Frederick Gnass, Jr.

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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.
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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.
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650 4 $a Psychology, Cognitive. $3 1017810
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