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Open to Interpretation: Multiple Intelligences Theory in Adult Literacy Education. NCSALL Research Brief
Abstract
The Adult Multiple Intelligences Study was the first systematic effort related to multiple intelligences (MI) theory in adult literacy education. The study's findings regarding MI theory served as the foundation for a study of MI theory's implications for adult literacy practice, policy, and research. The study was conducted across 10 different adult literacy contexts with different teacher and learner populations. Data were collected through on-site observations, qualitative interviews, and teacher journals. Key findings were as follows: (1) MI efforts can result in high levels of adult learner engagement; (2) choice-based activities increased students' confidence about learning; and (3) connecting MI reflections activities to broader learning goals is important. The following were among the study's implications: (1) teachers must understand MI theory, be able to access it, and be willing to implement diverse learning activities based on it; (2) programs must express institutional support for teachers to engage in and sustain MI-based practices; (3) to reflect MI theory, a policy and accountability system would move beyond current federal funding criteria; (4) the outcome of improved self-efficacy or metacognitive skills could be considered a secondary criterion of an accountability system; and (5) the impact of MI-based interventions on students' self-efficacy and teacher change merit further study. (MN)
... MI-based instructional methods have been shown to have a positive impact on academic achievement in elementary, middle, and high school settings (Al-Balhan, 2006;Campbell & Campbell, 1999;Douglas et al., 2008). In a study of adult literacy education, teachers found that adult students initially were resistant to some MI-based pedagogical techniques that seemed juvenile, but overcame that resistance by learning about MI (Kallenbach & Viens, 2004). They ultimately found that MI-based strategies helped them become more effective learners. ...
... They examined empirical evidence in support of both personality-based and ability-based styles and concluded that learning styles theories have implications in support of differentiated classroom instruction, when possible, as well as student responsibility to utilize their learning strengths. Similarly, research on adult learners has shown that students who learn about and reflect on their MI profile have greater confidence and positive feelings about their strengths as learners (Kallenbach & Viens, 2004). Consistent with the principle of student ownership of learning, the current study was designed to evaluate a program that encourages college athletes to think metacognitively about their own strengths as learners, and to develop active study strategies based on that self-awareness. ...
... One possible explanation is that students have more experience with linguistic learning strategies because that is the primary style they have been exposed to in their formal education, thus they are most likely to mimic those (Abenti, 2020;Armstrong, 2017;Kallenbach & Viens, 2004). Given the learning curve associated with developing new strategies, which was a commonly mentioned barrier, students may tend to revert to what they know or have some experience with rather than devoting time to learning new strategies that more closely align with their learning styles. ...
... Gardner identified several "intelligences," including linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal. Gardner's MI theory, and the various applications of the theory to education (Armstrong, 1994;Kallenbach & Viens, 2004;Kornhaber, Fierros, & Veenema, 2004), provides a strong rationale for the development of multiple routes to instruction that engage students' individual strengths. ...
... MIinspired instruction refers to the range of practices and materials that teachers used to tap into students' various intelligences, while MI reflections refers to the ways that students were able to examine their own learning strengths and preferences. Kallenbach and Viens (2004) reported that the "MI-inspired teaching approaches helped to do the following: Reduce teacher directiveness and increase student control and initiative; Increase the authenticity of the learning experience; [and] Make learning meaningful or relevant to students" (p. 60). ...
... The AMI study provides the field with a powerful framework for accounting for individual difference and planning instructional activities accordingly. At the same time, Kallenbach and Viens (2004) recognize that teachers need adequate program support-such as paid preparation time, opportunities to receive training and staff development, ability to purchase classroom supplies, or the freedom to change the classroom environment to suit particular activities-in order to effectively integrate MI theory into their instructional approaches. ...
This monograph describes program models as having a program quality support component and three chronological program components: entrance into a program, participation in a program, and re-engagement in learning. The four components that make up a program model are defined by principles. A principle describes a guiding assumption about how to design the program quality support component and three program components in ways that are sufficient for research. These principles are derived from empirical evidence and professional wisdom, and defined through a process that balances the advice from empirical evidence and professional wisdom with the constraints inherent in the field of adult education. This paper proposes a set of principles that describe programs in which researchers can conduct studies that compare different approaches to instructional and support services. Though this program model is based on the best available professional wisdom and empirical evidence, it is untested. This model should be tested to assess its impact on participation--in terms of gains in skills and knowledge--in programs that conform to it. Once the model has been tested, further research could evaluate the relative merits of different approaches to instruction and support, or evaluate different definitions of each principle. (Contains 2 tables.)
... These studies focused on the applications of MI in student learning, such as identifying students' multiple intelligences, describing students' learning styles, expanding teaching strategies, redesigning curriculum, and adjusting student assessment (e.g., Armstrong, 2014Armstrong, , 2017Hattie, 2011;Tomlinson, 2014). The value of MI theory was established by its many successful applications in increasing learning objectives and other holistic outcomes (Armstrong, 2014;Campbell & Campbell, 1999;Chen, 2004;Kallenbach & Viens, 2004). MI theory has demonstrated its practicality and application to learning and teaching in different countries (Kornhaber, Fierros, & Veenema, 2004). ...
... MI theory has demonstrated its practicality and application to learning and teaching in different countries (Kornhaber, Fierros, & Veenema, 2004). It has been applied to literacy education (Armstrong, 2017;Kallenbach & Viens, 2004) and to teaching English as a second language (ESL; e.g., Haley, 2004;Herrell & Jordan, 2004;Tamilselvi & Geetha, 2015). ...
The multiple intelligences (MI) theory has been widely applied to literacy education and English as a second language (ESL) teaching in informing curriculum development and instructional strategies. Using the framework that intelligence shapes human behavior, this study examines the correlations between ESL teachers' MI preferences and their use of MI‐framed teaching strategies in the ESL classroom. Data collected from 67 ESL teachers in a midwestern U.S. state by completing the Intelligence Index and the MI‐Framed Teaching Strategies Index were analyzed using Pearson correlations. Results indicate that ESL teachers used linguistic, interpersonal, and intrapersonal teaching strategies more frequently. The strength of the relationships between ESL teachers' self‐perceived MI domains and their uses of the relevant MI‐framed teaching strategies were weak or not significant. Whether such linkage actually exists may also depend on the experiential, motivational, and contextual factors of the instructional settings. Discussion of results includes the specific levels of the paired relationships examined and their implications for ESL teaching and teacher education.
... This interaction is done through a flight student's intellectual strengths and learning styles. Educators, including flight instructors, typically teach within their intelligence profile and learning style (Kallenbach & Viens, 2004). This teaching method (or comfort) does not always match the student's intellectual preference. ...
... This teaching method (or comfort) does not always match the student's intellectual preference. Therefore, it is just as important for the flight instructor to know his/her own multiple intelligence profile as it is to know that of their students (Green & Tanner, 2005;Kallenbach & Viens, 2004). The idea of understanding oneself and his/her student is suggested by the FAA (Federal Aviation Administration, 2008). ...
This investigative paper and research explores the Theory of Multiple Intelligence (MI) as defined by Gardner (1983, 1999) and its applicability in the assessment and education of commercial pilots. Multiple intelligence theory proposes that individuals have eight distinct intelligences with strengths in one or more of the intellects. The authors suggest that MI theory is more useful in describing cognitive processes in aviators than singular (IQ score) or general intellect theories. Beyond just describing cognitions, MI theory could be used to improve pilot training by expanding on educational methods suggested by the Federal Aviation Administration (FAA). Currently, most instructional methods for pilots are traditional in nature, which utilize lectures, cognitive-behavioral techniques, and one-on-one tutorial lessons. MI theory has rarely been applied to the design of aviation education (Craig & Garcia, 2001). To determine a pilot's intelligence profile, the Multiple Intelligence Developmental Assessment Scale (MIDAS) was utilized in this investigation. From a sample of 31 professional aviators and 55 college flight students a common MI profile became evident. A descriptive analysis of the MIDAS scores indicated that both professional pilots and flight students scored high on Intrapersonal and Spatial Intelligence. The "pilot profile" found in this investigation replicates past research in the development of the MIDAS. Because most pilots in this study have similar profiles, educational programs could capitalize on these intellectual strengths. Furthermore, if a flight student scores low on important intellectual strengths for flight, instructional and learning strategies could be implemented to match the student's intellectual strengths.
... With the integrated teaching strategies, students become aware that different people have different strengths and that each person has a substantive contribution to make. When multiple activities are available and integrated in the classroom, students can find their personalized ways to actively participate, take advantage of language acquisition opportunities, and develop their high order of language ability such as critical thinking, bias recognition, and solutions to complex problems (Armstrong, 2014;Kallenbach & Viens, 2004;Stapleton, 2014). ...
... Their results indicate that MI theory had a prominent influence on improving test scores, discipline, parent participation, and learning for students with disabilities. The majority of studies on MI have focused on the preK-12 level (primarily, the preK-8 level) as well as classroom application, and they present a rich bank of findings collected from teachers and students (Campbell & Campbell, 1999;Gray & Waggoner, 2002;Hickey, 2004;Kallenbach & Viens, 2002;Kornhaber & Kreshevsky, 1995;Mettetal, Jordan, & Harper, 1997;Noble, 2004;Shore, 2004). The application of MI theory in preK-12 classrooms has been found to improve behavior, aid in the inclusion of students with special needs, encourage parent participation, and create a learning environment supportive of critical-thinking and problem-solving skills (Kornhaber & Fierros, 2000). ...
... Although Gardner's theory was not originally designed for use in the classroom, it has been widely embraced by educators (see, for example, [21] [22]. The application of the idea of MIT has enjoyed numerous adaptations in a variety of educational settings even though it was originally intended for psychologists [14]. However, even though [15] briefly points out the educational implications of MIT, he had little to say about its classroom application [23]. ...
This study attempts to explore EFL teachers' awareness and incorporation of the Multiple Intelli-gences Theory (MIT) into their pedagogical practices in light of some variables. The sample consisted of 141 male and female EFL teachers who taught the first-, fourth-, eighth-and eleventh-grade Action Pack textbooks in the public schools of the First Directorate of Education (Irbid, Jor-dan). The findings revealed that, albeit moderate, EFL teachers' awareness and incorporation of MIT is influenced, to various degrees, by gender, grade level, age, qualifications, experience and training.
... Most faculty and administrators believe in the need to develop people to meet their potential. This theory has been tested in hundreds of studies over the last twenty years, indicating that students' learning is enhanced by multiple intelligence instruction 16,17,18 . ...
Our study proposes to improve the tools and techniques of teaching graduate engineering courses using students' Learning Styles and Multiple Intelligences (MI). Thirty volunteers answered commercially available Learning Style and MI tests in our Electrical Engineering department. Learning styles are grouped as visual, auditory, and kinesthetic (VAK) and can determined by the VAK learning style test. Learning styles are reflected in different academic strengths, weaknesses, and skills. Studies show that the differences between learning styles will affect both a person's choice of profession and their success in this profession, both in education and in the world of business. People who work at something that fits their learning style have a better chance of becoming successful in it. In this study, tools and techniques are presented for the teaching of graduate courses in engineering education.
... The use of MI strategies was found to improve the students' reading comprehension ability and it enhanced their academic performance as well. Kallenbach and Viens (2002) conducted a study across different adult literacy contexts. Through on-site observations, qualitative interviews, and teacher journals, they gathered the data. ...
Abstract __________________ The intent of the ,present study was ,to examine ,the strength of the ,relationship between language proficiency in English and the 9 types of intelligences. As such, the objectives of this study were ,three-folded. The primary ,objective of the ,study was ,to investigate ,the relationship between,multiple intelligences and language proficiency among,the Iranian Ph.D candidates who participated in Shiraz University Ph.D Entrance Exam. The second objective ofthe,study was ,to explore ,whether ,one of the ,intelligence types or a ,combination ,of intelligences are predictors of language proficiency. Finally, the study aims at investigating the effect of sex on language proficiency and types of intelligences. To fulfill this objective, a 100-item language ,proficiency test and a 90-item multiple intelligences questionnaire were distributed among ,278 male and female Iranians taking part in the ,Ph.D Entrance exam ,to Shiraz University. The data gathered were analyzed descriptively utilizing central tendency measures (mean and standard deviation). Moreover, the collected data were analyzed inferentially using correlation, regression analysis and independent t-test. The results indicated that there is not ,a significant ,relationship between ,language ,proficiency and the combination of intelligences in general and the types of intelligences in particular. Similarly, the results revealed no significant,difference between male and female participants regarding language proficiency and types of intelligences. Moreover, none of the intelligence types was
... They also argued that web-based instruction is a very flexible type of instruction on the basis of which all intelligences could be represented and cultivated irrespective of the student's physical location. In a study by Kallenbach and Viens (2002), data were gathered through on-site observations, qualitative interviews, and teacher journals. It was found that the application of MIT can lead to high levels of adult learners' engagement. ...
This study reports an experiment conducted to investigate the effectiveness of implementing MI-inspired instruction in an EFL context. To this end, a group of ten intermediate female students took part in a quasi-experimental study. At the beginning of the experiment, Multiple Intelligences Survey (Armstrong, 1993) was administered to determine the participants' MI profiles. The participants were pre-tested using Oxford Placement Test (OPT) (Allen, 2004) to determine their level of proficiency. During the control phase, the participants received so-called 'MI-poor' instruction which mostly focused on verbal-linguistic type of intelligence among others. During the experimental phase, based on the initial MI survey and students' exit slips, a variety of activities were implemented to invoke various types of intelligence. At the end of both control and experimental phases, OPT along with Headway Stop & Check tests were administered. OPT was administered to determine the participants' general progress and Stop & Check tests were given to trace any possible specific progresses. The findings of the study revealed a significant performance on Stop & Check tests which was indicative of the at least partial effectiveness of implementing MI-inspired instruction.
... Finally, Rauscher and Zupan (2000) found that music students' problem solving capacity was improved after instructional activities that built upon musical/rhythmic intelligence. Recently, the theory of multiple intelligences has been applied to adult learners (Kallenbach & Viens, 2002), although the greatest use of the theory has been in elementary school curricula. * Since this study was conducted, Gardner has theorized that there are at least two more intelligences (Gardner, 1999)]. ...
This is a report of a developmental research study that aimed to construct and validate an instructional design (ID) model
that incorporates the theory and practice of multiple intelligences (MI). The study consisted of three phases. In phase one,
the theoretical foundations of multiple Intelligences and ID were examined to guide the development of such model. In phase
two the model components were determined and an initial model was constructed. In phase three, the model was reviewed and
validated by experts in the field of ID through a three-round Delphi study. The result was a revised and validated Multiple
Intelligences Design Model. This paper presents the decision-making processes and procedures used in model development, and
provides a framework for the internal validation of ID models using expert review procedures.
... Finally, Rauscher and Zupan (2000) found that music students' problem solving capacity was improved after instructional activities that built upon musical/rhythmic intelligence. Recently, the theory of multiple intelligences has been applied to adult learners (Kallenbach & Viens, 2002), although the greatest use of the theory has been in elementary school curricula. Uses language to construct and/or acquire information. ...
Typescript. Thesis (Ph. D.)--Wayne State University, 2001. Includes bibliographical references (leaves 283-292).
This volume provides the most comprehensive and up-to-date compendium of theory and research in the field of human intelligence. Each of the 42 chapters is written by world-renowned experts in their respective fields, and collectively, they cover the full range of topics of contemporary interest in the study of intelligence. The handbook is divided into nine parts: Part I covers intelligence and its measurement; Part II deals with the development of intelligence; Part III discusses intelligence and group differences; Part IV concerns the biology of intelligence; Part V is about intelligence and information processing; Part VI discusses different kinds of intelligence; Part VII covers intelligence and society; Part VIII concerns intelligence in relation to allied constructs; and Part IX is the concluding chapter, which reflects on where the field is currently and where it still needs to go.
This volume provides the most comprehensive and up-to-date compendium of theory and research in the field of human intelligence. Each of the 42 chapters is written by world-renowned experts in their respective fields, and collectively, they cover the full range of topics of contemporary interest in the study of intelligence. The handbook is divided into nine parts: Part I covers intelligence and its measurement; Part II deals with the development of intelligence; Part III discusses intelligence and group differences; Part IV concerns the biology of intelligence; Part V is about intelligence and information processing; Part VI discusses different kinds of intelligence; Part VII covers intelligence and society; Part VIII concerns intelligence in relation to allied constructs; and Part IX is the concluding chapter, which reflects on where the field is currently and where it still needs to go.
This volume provides the most comprehensive and up-to-date compendium of theory and research in the field of human intelligence. Each of the 42 chapters is written by world-renowned experts in their respective fields, and collectively, they cover the full range of topics of contemporary interest in the study of intelligence. The handbook is divided into nine parts: Part I covers intelligence and its measurement; Part II deals with the development of intelligence; Part III discusses intelligence and group differences; Part IV concerns the biology of intelligence; Part V is about intelligence and information processing; Part VI discusses different kinds of intelligence; Part VII covers intelligence and society; Part VIII concerns intelligence in relation to allied constructs; and Part IX is the concluding chapter, which reflects on where the field is currently and where it still needs to go.
This paper examines the effect of shadow reading strategy on secondary school students' listening comprehension skills and motivation. These participants, who constituted the human subjects for the study, were ninth-year students pursuing other subjects in Arabic and learning English as a Foreign Language (EFL) as well. The research questions asked to accomplish the purpose of the study focused on: (1) Determining listening comprehension skills suitable for the EFL secondary school students; (2) Finding out differences in listening comprehension test regarding the experimental and control group; and (3) Finding out differences in listening motivation scale scores regarding experimental and control group. Three instruments-designed by the researchers-that include: (listening comprehension skills checklist, listening comprehension skills test and listening motivation scale) were used. Results showed that the regular method used to teach listening is not as significant as the shadow reading strategy that developed listening comprehension skills and motivation. Consequently, the experimental group students outperformed their counterparts (the control group) in listening comprehension skills and motivation scores.
This article reports on the success of the drop-out youths in the trades who, during their school days were classified as being incapable of engaging successfully with academic school work. This paper interrogates how these youths, who have been labelled as “slow learners”, offer services to the labour market when they grow older. Therefore, this paper, which is a qualitative case study of ten youths who dropped out of school system in the rural areas of the North West province, examines the theory of multiple intelligences (MI) and unique characteristics of these learners. It also examines the route and/or process that these formal school education failures take to finally end up as drop-outs, and what they do thereafter. Through participants’ stories in this paper, drop-outs’ lives have narratives with themes of their formal school experiences and their out-of-school experiences. The findings bring out the success stories of these drop-outs.
The concept of teaching and learning has changed drastically over the past few years by the virtue of both research results carried out in the fields of second/Foreign language learning and acquisition. Of all these researches, findings related to the brain structure and functions in cooperation with cognitive aspects of the education process, including the study of learning styles and intelligence have struck the language learning domain. A due understanding of learners’ learning styles, emotional preferences as well as their memory functions help teachers to build their teaching practices to optimize students’ learning. Brain Based Learning Approach (BBLA) is a natural, motivating, and a positive way that supports and maximizes learning and teaching. The current study implements Brain Based Learning Approach to improve listening skills of Business students, retention and establish positive attitudes with regards to their brain dominance and learning styles. To achieve these aims, listening skills test, vocabulary retention test, adapted form of Robert Gardner Motivation Scale, were developed and used. The sample of the study consists of thirty six Business majors. Findings show that Brain Based Learning Is an effective approach for developing listening skills, consolidate vocabulary recalling and retention. It also helps maximize motivation towards learning language skills.
Late and exhausted, after a full day’s work with her third grade students and after being stranded on the subway platform waiting for a disabled train to be removed, Mary Ann finally arrived in her graduate class. Instead of finding an empty seat in the back of the room, she was taken aback as she saw chairs pushed against the walls, and her classmates standing in a circle taking turns clapping out the rhythm of their names.
As outcomes-based education forms the foundation of the new school curriculum in South Africa, educators are confronted with the challenge of not only meeting the different needs of individual learners, but also of helping learners (many of them previously disadvantaged) to achieve their maximum potential. One way of realising this ideal is by applying Howard Gardner's theory of multiple intelligences in the classroom. The article provides a discussion on both Gardner's multiple intelligences theory and outcomes-based education in South Africa, as it is believed that together they can contribute to solving some of the present problems in South African education. The article defines the use of MI theory in an OBE classroom and suggests specific ways in which educators worldwide could incorporate the different intelligences in their teaching and learning activities.
In all, 187 participants completed a new, self-report measure of eight multiple intelligences (Haselbauer 2005), a General Knowledge test (Irwing et al. Personality and Individual Differences 30:857–871, 2001), a measure of Approaches to Learning Styles (Biggs 1987), a measure of the Big Five personality traits (Costa and McCrae 1992), as well as gave their own estimated scores on the Gardner (1999) multiple intelligences. Alpha co-efficients were modest with only three of the eight test-derived, multiple intelligence
scores being over .70. ‘Linguistic’ and Mathematical intelligence alone were correlated with General Knowledge. Five of the
eight ‘intelligences’ were correlated both with Extraversion and Openness. Regressions indicated that ‘Intrapersonal intelligence’
was closely linked with Stability and Conscientiousness; ‘Interpersonal intelligence’ with Extraversion; ‘Linguistic intelligence’
with Openness; ‘Mathematical intelligence’ with Agreeableness and Conscientiousness. Correlations between self-estimated and
test-derived emotional intelligence showed correlations ranging from r = .18 to r = .56 for similar type ‘intelligences’. This study provides modest evidence for the concurrent and construct validity of
this measure. It requires more psychometric evidence of validity before it is used.
Thesis (M.S.)--Clemson University, 2006.
Educators who teach international students English as a second language (ESL) or English speakers teaching English as a foreign language (EFL) in universities in non- English speaking countries in the Asia-Pacific region are often challenged to develop culturally appropriate curriculum for a diverse group of learners. Prompted by educational policy over the past two decades, the technological infrastructure in most universities throughout the world has advanced. Innovative tools for language learning have been developed for computer-assisted instruction. The purpose of the present study was to assess to what extent teachers use multimedia in EFL/ESL university classrooms in relation to the theoretical underpinnings of constructivism as well as Rogers' (1995) theory of diffusion of innovations and adopter categories. Further, the study aimed to ascertain what factors contribute to or discourage teachers' use of multimedia in tertiary level English language teaching classrooms. A mixed- method research design was used and both quantitative and qualitative data were collected. One hundred and seventy-nine English-language teachers from five universities in the Asia-Pacific region were interviewed and data were collected on their use of multimedia. Complex relationships were found among teacher-held educational and cultural values, teaching experience, formal computer professional learning, nationality, institution, region, age, gender, and collaboration with colleagues. Results showed that even with adequate access to hardware, software, technical support and computer professional learning, most teachers in the study made limited use of multimedia in the EFL/ESL classroom. As well, the results indicated that teachers in all three universities in Taiwan used multimedia in the EFL/ESL classroom less than teachers in Australia and in Thailand. Teachers who endorsed constructivist teaching methodologies tended to use multimedia more. Also, teachers with fewer than ten years teaching experience tended to use technology in teaching more. Data showed the use of integrated technology by teachers usually diminished as teachers got older. However, results showed that teachers who engaged in professional learning tended to use multimedia more regardless of age. Future directions in technology integration and recommendations for creating and sustaining a culture of technology at educational institutions are offered. Suggestions for professional development to encourage the integrated use of technology in English language teaching programs are outlined.
Investigated the qualitative (motivational) and quantitative (performance) consequences of 2 fundamental features of task-mastery learning structures—retesting opportunities and criterion-referenced grading. As part of an introductory psychology course, 435 undergraduates were assigned to a norm-referenced (competitive) or a criterion-referenced grading system and to either a single-test or retest condition for a 2-wk period, ending with a midterm examination. Results show that performance superiority of mastery instruction occurred primarily because of the retest option, with enhanced motivation due to both retesting opportunities and criterion-referenced standards. Path analysis confirmed a complex interrelationship among these factors such that increased performance (caused by the retesting option) enhanced motivational involvement, which in turn fostered further learning gains. (31 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Tested the causal assumptions of B. Weiner's (1972, 1974, 1977) cognitive reinterpretation of the traditional theory of achievement motivation. Ss were 206 college students varying in resultant achievement motivation who experienced feelings of failure in a course test and chose to take the exam a second time under a mastery learning system. After feedback on first test performance, Ss made attributions for their initial failure, indicated degree of shame, and rated their expectancy for success on the second test opportunity. Treatment of this system of nonmanipulated variables by path analysis techniques provided little support for the contention that variations in expectancy and retest performance depend on attributions made for a previous failure. Affect depends in part on internal attributions, but in a direction opposite to predictions. An alternative interpretation of the role of cognitive attributions in the achievement process is explored. (63 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The results of 6 experiments, with 493 undergraduates, question M. V. Covington and C. L. Omelich's (see PA, Vols 62:9720 and 63:2020) conclusions that (1) ability ascriptions generate greater pride for success and shame for failure than do effect attributions and (2) ability is more closely linked with positive self-esteem than is effort. It was demonstrated that some of the prior disagreement has been caused by a confounding of independent variables, in that manipulation of effort expenditure also implicated the perceived importance of a task. Hence, the positive relation between shame and high effort reported by Covington and Omelich was in part caused by a linkage between shame and failure at a task perceived as important. In addition, Covington and Omelich assessed public shame. It was demonstrated that, whereas shame was more closely linked with guilt and lack of effort, public shame was more closely associated with humiliation and low ability. It was also shown that the preference to be a student of high ability rather than high effort was in part due to the long-term instrumental value of ability rather than to a union between high ability and positive self-esteem. (19 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported. The four study activities were summarizing (self-review), questioning, clarifying, and predicting. The training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text. In Study 1, a comparison between the reciprocal teaching method and a second intervention modeled on typical classroom practice resulted in greater gains and maintenance over time for the reciprocal procedure. Reciprocal teaching, with an adult model guiding the student to interact with the text in more sophisticated ways, led to a significant improvement in the quality of the summaries and questions. It also led to sizable gains on criterion tests of comprehension, reliable maintenance over time, generalization to classroom comprehension tests, transfer to novel tasks that tapped the trained skills of summarizing, questioning, and clarifying, and improvement in standardized comprehension scores. Many of these results were replicated in Study 2. In contrast to Study 1, which was conducted by an experimenter, Study 2 examined group interventions conducted by volunteer teachers with their existing reading groups.
Tested the causal assumptions of B. Weiner's (1972, 1974, 1977) cognitive reinterpretation of the traditional theory of achievement motivation. Ss were 206 college students varying in resultant achievement motivation who experienced feelings of failure in a course test and chose to take the exam a second time under a mastery learning system. After feedback on first test performance, Ss made attributions for their initial failure, indicated degree of shame, and rated their expectancy for success on the second test opportunity. Treatment of this system of nonmanipulated variables by path analysis techniques provided little support for the contention that variations in expectancy and retest performance depend on attributions made for a previous failure. Affect depends in part on internal attributions, but in a direction opposite to predictions. An alternative interpretation of the role of cognitive attributions in the achievement process is explored. (63 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
Qualitative researchers rely — implicitly or explicitly — on a variety of understandings and corresponding types of validity in the process of describing, interpreting, and explaining phenomena of interest. In this article, Joseph Maxwell makes explicit this process by defining five types of understanding and validity commonly used in qualitative research. After discussing the nature of validity in qualitative research, the author details the philosophical and practical dimensions of: descriptive validity, interpretive validity, theoretical validity, generalizability, and evaluative validity. In each case, he addresses corresponding issues of understanding. In conclusion, Maxwell discusses the implications of the proposed typology as a useful checklist of the kinds of threats to validity that one needs to consider and as a framework for thinking about the nature of these threats and the possible ways that specific threats might be addressed.
Howard Gardner’s brilliant conception of individual competence is changing the face of education today. In the ten years since the publication of his seminal Frames of Mind, thousands of educators, parents, and researchers have explored the practical implications of Multiple Intelligences (MI) theory—the powerful notion that there are separate human capacities, ranging from musical intelligence to the intelligence involved in understanding oneself. Multiple Intelligences: The Theory in Practice brings together previously published and original work by Gardner and his colleagues at Project Zero to provide a coherent picture of what we have learned about the educational applications of MI theory from projects in schools and formal research over the last decade.
A study investigated relationships between two instructional dimensions and change in the literacy practices of adult literacy students: degree of authenticity of activities and texts in class and degree of teacher/student collaboration. Data on class activities and texts and degree of student influence on them were triangulated from teacher questionnaire, class observation, and group-student interview. Data on change in adult students' literacy practices were collected from adult literacy students by a questionnaire administered to students in their homes every 3 months for up to a year and analyzed using Hierarchical Linear Modeling. Questionnaire responses were placed on a common scale using Item Response Theory from which a change score was derived. Analysis results based on 157 students in 77 adult literacy classes revealed authenticity had a moderate effect on change in student literacy practices, shown as increased frequency of reading and writing and/or types of texts read and written. Analysis of literacy engagement and change scales revealed that the increases in types of texts involved reading and writing more texts at higher levels of discourse. Degree of collaboration had no effect on literacy practice. Qualitative analysis of student comments on the questionnaire showed they reported life changes--changes in employment, changes emanating from learning to read and write, and changes in living and family situations. (Contains 45 references.) (YLB)
A third-party national evaluation of the basic grants section of the Adult Education Act was conducted in September 1990. The study drew on data from the following sources: 1990 mail survey of all federally supported local service providers; longitudinal study of local programs that provided information on the characteristics of more than 22,000 adults enrolled in local programs from April 1991 to April 1992; and telephone survey of a subsample of nearly 6,000 clients 6 months after they left the program. The samples were weighted to make them nationally representative. The program was serving between 2.6 and 3.2 million clients annually (approximately 46% in English-as-a-Second-Language programs, 30% in adult secondary education, and 24% in adult basic education). The program was credited with improving clients' reading, employment, and self-concept levels. Its population was increasing by about two-thirds more than its capacity. Appendixes constituting approximately 50% of this report include the following: table detailing the study objectives and reports where they are addressed; telephone survey instrument; information on sample design, data collection, and standard errors; persistence tables; methodology of the learning gains study; and 35 selected updated tables from second interim report. Contains 54 tables/figures and 33 references. (MN)
Libro de metodología cualitativo para investigación en las ciencias sociales. La utilización de la computadora, el uso de datos y la recolección de los mismos. Se describen detalladamente numerosos métodos de datos y análisis.
Estudio del funcionamiento cerebral en condiciones tanto óptimas como depresivas, y los efectos del estréss en la salud y en el aprendizaje y por tanto en la enseñanza.
Seven kinds of smart: Identifying and developing your many intelligences
- T Armstrong
Armstrong, T. (1993). Seven kinds of smart: Identifying and developing your
many intelligences. New York: Plume/Penguin.
The multiple intelligences handbook: Lesson plans and more
- B Campbell
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