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A comparison of the theory of multip...

Beam, Karen Lorane.

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A comparison of the theory of multiple intelligences instruction to traditional textbook-teacher instruction in social studies of selected fifth-grade students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparison of the theory of multiple intelligences instruction to traditional textbook-teacher instruction in social studies of selected fifth-grade students./
作者:	Beam, Karen Lorane.
面頁冊數:	86 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0501.
Contained By:	Dissertation Abstracts International61-02A.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9957910
ISBN:	059964012X

A comparison of the theory of multiple intelligences instruction to traditional textbook-teacher instruction in social studies of selected fifth-grade students.
Beam, Karen Lorane.

A comparison of the theory of multiple intelligences instruction to traditional textbook-teacher instruction in social studies of selected fifth-grade students. - 86 p.

Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0501.

Thesis (Ed.D.)--University of Sarasota, 2000.

The purpose of this study was to compare the social studies grades of fifth grade students involved in two different modes of instruction in a public school setting. The two modes of instruction, the theory of multiple intelligences and traditional textbook-teacher instruction, were the bases for determining if there is a difference in the mean scores of the control and the experimental group.

ISBN: 059964012XSubjects--Topical Terms:

516171
Education, Elementary.

A comparison of the theory of multiple intelligences instruction to traditional textbook-teacher instruction in social studies of selected fifth-grade students.
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245 1 2 $a A comparison of the theory of multiple intelligences instruction to traditional textbook-teacher instruction in social studies of selected fifth-grade students.
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500 $a Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0501.
500 $a Chair: Kenneth J. Rometo.
502 $a Thesis (Ed.D.)--University of Sarasota, 2000.
520 $a The purpose of this study was to compare the social studies grades of fifth grade students involved in two different modes of instruction in a public school setting. The two modes of instruction, the theory of multiple intelligences and traditional textbook-teacher instruction, were the bases for determining if there is a difference in the mean scores of the control and the experimental group.
520 $a Twenty-four fifth-grade students participated in the five-week study. The control group was taught in the traditional textbook-teacher mode of instruction. Assessment was by the publisher of the social studies textbook. The experimental group was instructed using the process of the theory of multiple intelligences. Portfolio assessment was an evaluation tool for measurement. At the end of the five-week period a t test was used to analyze the mean scores. Students' portfolio grades were based on a rubric scale recommended by the school system. The rubric or number is covered to a percentage and assigned a letter grade based on the grading system of the Georgia Department of Education. The results indicated that there is no significant difference in the achievement level of the control group and the experimental group.
520 $a Results of the present study indicated that two modes of instruction were effective in teaching social studies concepts. Not measured in the study was the motivation and eagerness to learn about history through process or by content. Examination of one's multiple intelligences and the correlation to learning and teaching styles made the researcher aware of an obligation of educators to distinguish the abilities and intelligences of each student. Having determined the strengths and weaknesses of a gamut of intelligences in the classroom, instructional methods should correlate to facilitate the learning of every child.
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