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| Author | : Thanh T. Nguyen |
| Publisher | : |
| Total Pages | : 280 |
| Release | : 2000 |
| Genre | : Multiple intelligences |
| ISBN | : |
| Author | : Thanh T. Nguyen |
| Publisher | : Universal-Publishers |
| Total Pages | : 117 |
| Release | : 2002-06-08 |
| Genre | : Education |
| ISBN | : 1581121504 |
The Fuller School is one of the six elementary schools in Gloucester, Massachusetts, a small urban community known for shipbuilding and fishing. Fuller students come from a wide range of socioeconomic backgrounds (from public housing facilities to affluent families) and a variety of ethnic groups (including Italian, Hispanic and Vietnamese). With its diverse population, the Fuller School represented an excellent environment to test the use of Multiple Intelligences (MI) as a foundation for its curriculum. This study aimed to examine one of the ten objectives of the FIRST Schools and Teacher Program Grant: "To improve student achievement on standardized tests" by using "multiple intelligences instruction." The results of the California Achievement Test/5 (CAT/5) given at grade 5 tended to show no differences between students in the MI and the traditional school program. Although no association between CAT/5 outcomes and the MI treatment were found, two report-card outcomes at the sixth grade-level--Math and Physical Education--and an interaction of Program-type with Home-language on Music were found to be significant. By and large, the magnitude of these differences was not large enough to conclude that the MI treatment was effective in producing larger standardized test scores than students in the non-MI program. Yet, considering that the MI program emphasizes different kinds of activities and more diverse ways of learning and provides an alternative to the traditional classroom, this result of no differences between programs can be thought of a success for the MI community. Participants in the MI program performed just as well as those who had been in the traditional program. This case study is unusual because public schools rarely assigned their students randomly to experimental programs through a lottery process. Although students were randomly assigned to MI and traditional classrooms, accounting for several additional demographic variables in the studentsÍ personal and family background helped to characterize the differences in student performance in language, mathematics, social studies, science, arts, physical education, and music.Educators should find the results encouraging, even with no differences in test scores and grades, because this indicates that MI approaches are competitive with traditional ones. These findings shed new light on the application of MI and, given the growth in its use, provides a much-needed comparison for those interested in implementing it as one component of educational reform.
| Author | : Robert J. Sternberg |
| Publisher | : Cambridge University Press |
| Total Pages | : 1758 |
| Release | : 2020-01-16 |
| Genre | : Psychology |
| ISBN | : 1108617557 |
Written by the foremost experts in human intelligence. It not only includes traditional topics, such as the nature, measurement, and development of intelligence, but also contemporary research into intelligence and video games, collective intelligence, emotional intelligence, and leadership intelligence. In an area of study that has been fraught with ideological differences, this Handbook provides scientifically balanced and objective chapters covering a wide range of topics. It does not shy away from material that historically has been emotionally charged and sometimes covered in biased ways, such as intellectual disability, race and intelligence, culture and intelligence, and intelligence testing. The overview provided by this two-volume set leaves virtually no area of intelligence research uncovered, making it an ideal resource for undergraduates, graduate students, and professionals looking for a refresher or a summary of the new developments.
| Author | : Steven Berbeco |
| Publisher | : Lulu.com |
| Total Pages | : 137 |
| Release | : 2011-08-19 |
| Genre | : Education |
| ISBN | : 1257995650 |
Abstract: In this study I propose a strong and innovative model of teaching that centers on the student, and I report on the efficacy of this model using quantitative research procedures. This model of teaching is systematized in the Marhaba! curriculum, a method of teaching first year high school Arabic that I designed, tested, and evaluated. The Marhaba! curriculum is founded on best practices and is a natural outgrowth of contemporary education theories, including non-linear curriculum design and multiple-modality teaching materials that take into consideration students' diverse learning styles. Analysis of data indicates that use of the Marhaba! curriculum positively influences student proficiency in Arabic. In particular, students become proficient regardless of a student's gender, grade, socioeconomic status, or parent educational background. Also, student proficiency is not dependent on a student's attitude to learning or engagement in class, or a student's attitude toward the curriculum.
| Author | : Sahbi Hidri |
| Publisher | : Springer |
| Total Pages | : 493 |
| Release | : 2018-01-12 |
| Genre | : Education |
| ISBN | : 3319628844 |
This book presents an overview of revisiting the assessment of language abilities. It also showcases how the measurement of such constructs can result in negative or positive washback and how outcomes might be conducive to repercussions that decide on the future of many stakeholders. The 23 chapters were selected among tens of chapters received from different contexts that addressed the issue of revisiting the assessment of language abilities, such as Tunisia, Ukraine, Algeria, Russia, KSA, Sudan, Egypt, Canada, Kurdistan, UK, USA, Iran, Turkey, etc. These contexts have highlighted the necessity to revisit the different constructs which should be assessed with a clear and straightforward foundation on students’ learning objectives and their actual language ability. To do so, most of the chapters present hands-on use of relevant statistical tests that might serve in revisiting the construct definition both theoretically and operationally. Perhaps the sole and intricate question that the authors of these contributions ask is what it means to revisit the assessment of the construct of individualized language ability and how. In addition, the book accentuates the momentousness and significance of reflecting on test fairness and validation as the mainspring and backbone for democratization of assessment. This book appeals to a broad readership, such as English Language Teaching (ELT) practitioners, language teachers, students, testing organizations, policy-makers, test designers, writers of test specifications, testing experts, researchers, program evaluators, especially in the Middle East and North Africa (MENA) as well as other international contexts.
| Author | : Linda Campbell |
| Publisher | : ASCD |
| Total Pages | : 121 |
| Release | : 1999 |
| Genre | : Education |
| ISBN | : 087120360X |
Finally, a book about multiple intelligences (MI) theory that answers the questions that all educational innovations must ultimately address: "What are the results on student achievement?" "How were those results achieved?" Multiple Intelligences and Student Achievement describes six schools that have used MI theory for five or more years. Through case studies of two elementary, two middle-level, and two high schools, Linda and Bruce Campbell illustrate why markedly different schools--large and small, rich and poor, inner-city and suburban--looked to MI when they wanted to boost student learning. In schools with long-term MI programs, achievement gains are impressive; in fact, the disparity between white and minority students is reduced or eliminated. Students at all three levels outperform their district, county, and national peers in basic skills. Such gains are possible even though teachers do not teach to standardized and state assessment tests. Instead, they believe that all students have strengths, and, as a result, students come to believe in themselves as well. Moreover, teachers have discovered that instruction through multiple intelligences is so positive and engaging that students--all students--can't help but learn. This book provides educators who are new to MI theory with solid achievement data and curricular formats to support, inform, and inspire their work. Those who have already worked with MI theory will find encouragement to continue and suggestions for refining their efforts.
| Author | : Carol Ann Tomlinson |
| Publisher | : ASCD |
| Total Pages | : 210 |
| Release | : 2014-05-25 |
| Genre | : Education |
| ISBN | : 1416618635 |
Although much has changed in schools in recent years, the power of differentiated instruction remains the same—and the need for it has only increased. Today's classroom is more diverse, more inclusive, and more plugged into technology than ever before. And it's led by teachers under enormous pressure to help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets. In this updated second edition of her best-selling classic work, Carol Ann Tomlinson offers these teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests. With a perspective informed by advances in research and deepened by more than 15 years of implementation feedback in all types of schools, Tomlinson explains the theoretical basis of differentiated instruction, explores the variables of curriculum and learning environment, shares dozens of instructional strategies, and then goes inside elementary and secondary classrooms in nearly all subject areas to illustrate how real teachers are applying differentiation principles and strategies to respond to the needs of all learners. This book's insightful guidance on what to differentiate, how to differentiate, and why lays the groundwork for bringing differentiated instruction into your own classroom or refining the work you already do to help each of your wonderfully unique learners move toward greater knowledge, more advanced skills, and expanded understanding. Today more than ever, The Differentiated Classroom is a must-have staple for every teacher's shelf and every school's professional development collection.
| Author | : Thomas R. Hoerr |
| Publisher | : ASCD |
| Total Pages | : 130 |
| Release | : 2000 |
| Genre | : Cognitive styles in children |
| ISBN | : 0871203650 |
Describes the challenges and difficulties of transforming a school into a Multiple Intelligences school, and provides advice for educators in making significant changes to curriculum, development, and assessment.
| Author | : Marisa Johnson |
| Publisher | : |
| Total Pages | : 62 |
| Release | : 2007 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Natalie Wexler |
| Publisher | : Penguin |
| Total Pages | : 354 |
| Release | : 2020-08-04 |
| Genre | : Education |
| ISBN | : 0735213569 |
The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.
