fal01.html

The MI-News

Winter 2001, Volume 3, Number 4

Table of Contents
1. Introduction
2. Forthcoming New City School MI Institute
3. About the MI Dissertations Citations and Abstracts Database
4. About AERA's Multiple Intelligences: Theory and Practice SIG
5. For Your Multiple Intelligences Only

1. Introduction

If you are a first time visitor to this web site, thanks for clicking here and welcome to this final (of four) editions of the MI newsletter for the 2001 year. To see previous issues of the MI-News, click here.
This newsletter is produced, published, and provided free to you by Branton Shearer's Multiple Intelligences (MI) Research and Consulting. The main objective in publishing the MI-News is to provide you with theoretical and practical information about the Howard Gardner model of multiple intelligences and, perhaps more importantly, how this model of our brain and mind is currently being implemented elsewhere. The newsletter attempts to explore MI applications via discussion, contact and sharing. Thus, if you have interesting MI ideas, tried-and-tested MI-based lesson plans, or practical MI suggestions which you feel our readership would enjoy using, please e-mail the newsletter's editor, Clifford Morris, with your comments.

As the 2001 Christmas season approaches, we, the staff of the MI-News, hope that this festive time finds you happy, safe, and relaxing with your family members. And, as you take a few minutes to rest, we hope that the contents of this issue may assist you in some way as you prepare for the forthcoming 2002 year.

2. Forthcoming New City School MI Institute

On April 25-26, 2002, Thomas R. Hoerr, Ph.D., Director of the New City School, on 5209 Waterman Avenue, St. Louis, MO 63108, (voice: 314-361-6411; fax: 314-361-1499) will conduct another MI Institute conference. This conference will be held over a two-day period. School will be in session until noon each day, so one option available to participants will be spending time in classrooms! His previous conferences sold out with 260 people each. The enrollment at this conference will be limited to approximantely120 participants. For additional information, please email Dr. Hoerr at trhoerr@newcityschool.org, or visit his web site, at www.newcityschool.org.

3. About the MI Dissertations Citations and Abstracts Database

In the Summer 2001, Volume 3, Number 2 issue of this newsletter, a data base associated with dissertations citations and abstracts of Howard Gardner's MI was first introduced. In this issue, we continue the commentary again but with additional detail. Here then are additional specifics about what a user might encounter upon entering this research tool.
First, the user sees the following overview.

The administration of this database is provided by Multiple Intelligences: Theory and Practice a Special Interest Group (SIG) of the American Educational Research Association, Multiple Intelligences Research and Consulting, and Clifford Morris. The purpose of this research database is to provide a series of MI researched records, that is, records formally researched and reviewed by dissertation thesis committees. Like learning, this data base is always under construction, as current (2001) citations and abstracts are continuously being added.

Second, the user is presented with two possible search choices. S/he can select a pre-determined key phrase from a scroll-down menu or can type in a more selective key phrase. Here is a partial visualization of that option.

or type in a specific string search

Finally, the user can click on this box to receive a series of database records. To make this commentary meaningful for this newsletter, the key phrase "MIDAS" was selected. The following six (6) citations and abstracts were retrieved. For ease of viewing and this newsletter sample only, the "key phrase" MIDAS has been highlighted in red bold type.

Record 1 of 6

Accession Number: ADG 9826711

Author: Burke, Dorothy M. EdD Title: The Relationship of Multiple Intelligences Profiles to Success in Computer-Based Concept Mapping

Subject: Education, Technology. Teacher Training. Cognitive Psychology

Source: Dissertation Abstracts International. Volume: 59-03, Section: A, page: 0790. Year = 1998

Abstract: A concept map is a graphical representation of concepts and their interconnections. Research has shown that concept maps reflect the student's cognitive structure, enabling both teachers and students to determine the level of understanding of material attained before, during or after instruction. Several studies have determined that the addition of the use of a computer-based concept mapping tool for preparing maps increases the level of complexity of students' maps. However, not all students are successful mappers, whether prepared on a computer or drawn with paper-and-pencil. The purpose of this study was to investigate the relationship between pre-service teachers' multiple intelligences profiles, as defined by the work of Howard Gardner (1983), and the levels of complexity in their computer-based concept maps. This study was conducted with pre-service teachers (N = 20) enrolled in a science methods course at a northeastern university graduate program. After an initial questionnaire to determine their computer and academic background and prior exposure to concept mapping, students received instruction on how to develop concept maps and on how to create concept maps using the computer-based concept mapping tool, Inspiration Circler. They completed the MIDAS instrument to determine their individual intelligence profiles. A unit on the 'Phases of the Moon' was taught, after which the subjects took a paper-and-pencil test and then prepared computer-based concept maps of their understanding of the material. The findings in the study substantiated the hypothesis that strengths in multiple intelligences were predictive of success in concept mapping. Using the Pearson product-moment correlation, one intelligence, musical-rhythmic, produced a significant correlation (r = 0.54, p > 5.05) with the level of complexity in the pre-service teachers' concept maps. Ability in music and success in concept mapping both require higher order thinking skills, suggesting that success in concept mapping can be increased among students, when concept mapping is used consciously to develop higher order thinking. Ascertaining students' multiple intelligences profiles can increase teachers' understanding of their cognitive abilities and shed light upon the underlying influences in cognitive tasks such as concept mapping.

Acknowledgement: The dissertation citations and abstract contained here are published with permission of ProQuest Digital Dissertations. A copy of the dissertation may be obtained by addressing your request to UMI® Dissertation Services, 300 North Zeeb Road, Ann Arbor, MI 48106-1346 USA. Telephone (734) 761-7400; Web-page: wwwlib.umi.com/dissertations. Further reproduction is prohibited without permission.

Record 2 of 6

Accession Number: ADG 9914960

Author: Hansen, Sharon Allen EdD Title: Distribution, Dispersion, and Application of Gardner's Multiple Intelligences Theory with Pre-service Teacher Education Students

Subject: Teacher Training. Higher Education

Source: Dissertation Abstracts International. Volume: 59-12, Section: A, page: 4404. Year = 1998

Abstract: In 1983, Howard Gardner posed a new view of intelligence, the Theory of Multiple Intelligences. He suggested that a person is intelligent in more than one way. He cited definitive criteria for identifying the seven original intelligences: linguistic-verbal, logical-mathematical, visual-spatial, musical-rhythmic, bodily-kinesthetic, interpersonal, and intrapersonal. In 1997 he added the naturalist intelligence. The problem of this dissertation was to assess the distribution of Gardner's multiple intelligences within a pre-service teacher education population and to develop methods for inclusion of Gardner's MI theory in a teacher preparation program. The dissertation is structured into three parts. The first and primary portion is a study of the distribution of the eight intelligences in a population of pre-service teachers. The second part is a presentation of an innovation-adoption model suitable to MI theory. The third part is the development of exemplars for inclusion of MI theory into a pre-service teacher education curriculum. A sample for the study was selected from elementary education classes taught at Ricks College in Rexburg, Idaho. The Multiple Intelligence Developmental Assessment Scales (MIDAS), developed by Charles Branton Shearer, was used to ascertain the distribution of intelligences in the population. Validity and reliability data is available for the MIDAS. The results of the study indicated that there is a significant difference at the.001 level between the eight scores on the MIDAS as given to the sample of students. Three possible explanations for the variation were the small sample size, lack of normality in the sample, and gender bias in the sample. Comparisons were made between the study results and Shearer's reported results. An informal survey of educators, including teacher educators, was also conducted. Respondents were asked to complete a researcher-designed survey indicating the percentage of each of the eight intelligences in which a successful teacher should possess strength. The educators were in agreement that distributed strength in all intelligences was needed to be successful in an elementary school. However, agreement was much less in the secondary school subjects. The possibility of further research into Gardner's Theory of Multiple Intelligences is evident. A number of additional research questions arose from the study and are listed in the conclusion.

Acknowledgement: The dissertation citations and abstract contained here are published with permission of ProQuest Digital Dissertations. A copy of the dissertation may be obtained by addressing your request to UMI® Dissertation Services, 300 North Zeeb Road, Ann Arbor, MI 48106-1346 USA. Telephone (734) 761-7400; Web-page: wwwlib.umi.com/dissertations. Further reproduction is prohibited without permission.

Record 3 of 6

Accession Number: AAI 9963259

Author: Ksicinski, Joyce Mary EdD Title: Assessment of a Remedial Community College Cohort for Multiple Intelligences

Subject: Community College Education. Curriculum and Instruction Tests and Measurements Higher Education

Source: Dissertation Abstracts International. Volume: 61-02, Section: A, page: 0471. Year = 2000

Abstract: The purpose of this study was to identify, according to the MIDAS instrument, the dominant domains, specific skills, and predominant intellectual styles of a remedial community college cohort and whether there were statistically significant differences in regard to the variables of gender, age, and ethnicity. Another purpose was to determine whether there were statistically significant differences between teachers and students in the dominant domains. This descriptive and ex post facto research study involved a remedial student cohort (n = 81) enrolled in the College Skills course at College of the Redwoods in spring 1999. The MIDAS was administered during a regular class period in order to provide a natural environment for data collection. Statistical manipulations and analysis included frequencies, percentages, and tests of differences for the population as well as disaggregated by gender, age, and ethnicity. The study revealed that the subjects rated themselves highest in interpersonal intelligence and lowest on musical-rhythmic. Significant differences existed between interpersonal and the other seven intelligence domains. Females rated themselves higher in all domains except bodily-kinesthetic, but significant differences surfaced only in linguistic-verbal for females and bodily-kinesthetic for males. Females scored themselves higher in nineteen of the twenty-six specific skill subscales. The variable of age disclosed significant differences in musical-rhythmic, bodily-kinesthetic, and linguistic-verbal domains. The 20-24 year old group rated themselves highest in nineteen of the twenty-six subscales. The variable of ethnicity showed no significant differences, however this may reflect the small size of the study population. Major differences appeared between the teachers and student ratings. The instructors rated themselves strongest in linguistic-verbal followed by intrapersonal and interpersonal. The teachers rated interpersonal and visual-spatial but with a slightly lower mean score than the students. The self-identification of communication with others as a strength is a critical instructional clue. The significant differences and overall higher ratings by females and the 20-24 year old group are noteworthy. The results indicate that this remedial population has a distinct profile that may affect their success in traditional college courses where the instructor approach is predominantly linguistic-verbal. It highlights the importance of assessment that identifies abilities and interests so individuals can maximize their own intellectual potential based on specific information. In addition, it suggests that instructors need to consider teaching strategies that are meaningful to students who are not linguistically or analytically oriented. Additional research is recommended in order to develop educational reform that is more personalized and learner-centered.

Acknowledgement: The dissertation citations and abstract contained here are published with permission of ProQuest Digital Dissertations. A copy of the dissertation may be obtained by addressing your request to UMI® Dissertation Services, 300 North Zeeb Road, Ann Arbor, MI 48106-1346 USA. Telephone (734) 761-7400; Web-page: wwwlib.umi.com/dissertations. Further reproduction is prohibited without permission.

Record 4 of 6

Accession Number: AAI 9962138

Author: Morton, Frederick Gnass, Jr. PhD Title: An Exploratory Study of the Relationship Between the Multiple Intelligences and the Preferred Teaching Methods of Selected Youth Ministers

Subject: Religious Education. Cognitive Psychology. Education, Educational Psychology

Source: Dissertation Abstracts International. Volume: 61-02, Section: A, page: 0551. Year = 1999

Abstract: 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. 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-verbal 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-verbal, interpersonal, and intrapersonal intelligence were found to be consistent with Armstrong's assumptions regarding MI and vocation. 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.

Acknowledgement: The dissertation citations and abstract contained here are published with permission of ProQuest Digital Dissertations. A copy of the dissertation may be obtained by addressing your request to UMI® Dissertation Services, 300 North Zeeb Road, Ann Arbor, MI 48106-1346 USA. Telephone (734) 761-7400; Web-page: wwwlib.umi.com/dissertations. Further reproduction is prohibited without permission.

Record 5 of 6

Accession Number: AAI 9964438

Author: Schirduan, Victoria Marie EdD Title: Elementary Students with Attention Deficit Hyperactivity Disorder (ADHD) in Schools Using Multiple Intelligences Theory: Intelligences, Self-Concept, and Achievement

Subject: Elementary School Education, Educational Psychology, Clinical Psychology

Source: Dissertation Abstracts International: Volume 61-03, Section A, Page 0891, Year = 2000

Abstract: This study examined the issue around the notion that low self-concept and lack of academic confidence has been widely associated with elementary students with ADHD. Within a conceptual framework of the Theory of Multiple Intelligences, predominant intelligences, self-concept and achievement level of students with ADHD were examined to determine how they fared in Schools Using Multiple Intelligences Theory (SUMIT). This research was an exploratory descriptive study that supported a qualitative and quantitative approach. A purposeful sample of eighty-seven students with ADHD in grades two through seven in 17 SUMIT sites participated in this study. Information was collected using nine sources of data: The Multiple Intelligences Developmental Assessment Scale (MIDAS), the Piers Harris Children's Self-Concept Scale (PHCSCS), Teacher Perception of Achievement Level in Students with ADHD Survey, Teacher Interviews, Student Interviews, Parent Interviews, a Principal Interview, Documents and Contextual Information. Qualitative data were triangulated and validated using coding techniques. Quantitative data were also statistically analyzed. This study found that more than half the students with ADHD reported that they possess the naturalist and visual-spatial intelligences as their predominant intelligences. This study concluded that the pattern of intelligences of students with ADHD in SUMIT sites are not intelligences that are emphasized in the traditional school setting. In addition, students with ADHD in SUMIT sites scored average self-concept and average achievement level. An elementary school curriculum which enacts strategies of multiple intelligences has serious implications for the way schools organize and deliver instruction for students with ADHD. Burgeoning research in the field of MI offers hope for this misperceived population. Curriculum should focus on ADHD students' strengths rather than weaknesses which is an aspect often missing in more traditional educational settings. In sum, MI theory may be the curricular response needed to further the goal of having students with ADHD live up to their fullest intellectual and emotional potential.

Acknowledgement: The dissertation citations and abstract contained here are published with permission of ProQuest Digital Dissertations. A copy of the dissertation may be obtained by addressing your request to UMI® Dissertation Services, 300 North Zeeb Road, Ann Arbor, MI 48106-1346 USA. Telephone (734) 761-7400; Web-page: wwwlib.umi.com/dissertations. Further reproduction is prohibited without permission.

Record 6of 6

Accession Number: AAT 3002707

Author: Malm, Nelda Weaver EdD Title: Distribution of Gardner's multiple intelligences among students and faculty in associate degree career programs

Subject: Community College Education, Adult and Continuing Education

Source: Dissertation Abstracts International: Volume 62-01, Section A, Page 60, Year = 2001

Abstract: In 1983, Howard Gardner proposed a Theory of Multiple Intelligences and provided a definition of intellectual strengths which are valued across human cultures and that emphasized differentiated abilities. Relevant literature revealed that the application of the theory has been well established within the K-12 systems. There was little information about the use or application of the theory in the adult, post-secondary, or college setting. The purpose of this study to was assess the distribution of Gardner's Multiple Intelligences among students and faculty in associate degree, college credit career/occupational programs at a community college; to determine the differences between the Multiple Intelligences Profile of the students and faculty in various career programs; and to assess and compare the distribution of Multiple Intelligences among college credit students not enrolled in the selected programs with those enrolled in the programs. The sample consisted of 246 students and 28 faculty selected from classes enrolled in each of the identified college credit, career/occupational programs at Seminole Community College in the Fall term, 2000. Additionally, 126 students in general psychology classes provided a comparison group. The participants completed the Multiple Intelligences Development Assessment Scale (MIDAS). This self-reported, 119 question, Likert-scale instrument provided data for statistical analysis. The data revealed that the subjects rated themselves highest in interpersonal intelligence and in intrapersonal intelligence and lowest in musical intelligence and naturalistic intelligence. The data indicated patterns within each of the 14 student study groups, the presence of all the intelligences in every group, and even distribution of the development of the Multiple Intelligences in this population. The faculty in each of the groups generally shared the high and low group scores with their students. The data indicate that there are statistically significant differences between the Multiple Intelligences of the various groups, but post hoc tests did not indicate between which groups. The comparison group reported higher scores in interpersonal intelligence and in intrapersonal intelligence and lower scores in naturalistic intelligence and kinesthetic intelligence. There were statistically significant differences between the career/occupational group and the comparison group. The self-reported high scores in interpersonal intelligence and in intrapersonal intelligence serve as a critical educational clue for the adult population in community colleges.

Acknowledgement: The dissertation citations and abstract contained here are published with permission of ProQuest Digital Dissertations. A copy of the dissertation may be obtained by addressing your request to UMI® Dissertation Services, 300 North Zeeb Road, Ann Arbor, MI 48106-1346 USA. Telephone (734) 761-7400; Web-page: wwwlib.umi.com/dissertations. Further reproduction is prohibited without permission.

We hope that all of the immediately above may motivate you to take your turn at searching this data base. And, as mentioned at the outset of this section, the data base continues to be updated with current records.

To search the database, go to http://www.angelfire.com/oh/themidas/db3.html

4. About AERA's Multiple Intelligences: Theory and Practice SIG

In this section of our newsletter, we wish to highlight the Multiple Intelligences (MI) Special Interest Group (SIG) of the American Education Research Association (AERA). SIG's demonstrate an important function. They "provide a forum within AERA for the involvement of individuals drawn together by a common interest in a field of study, teaching, or research when the existing divisional structure may not directly facilitate such activity. The Association provides the SIG's program time at the Annual Meeting, publicity, scheduling, staff support, viability, and the prestige of AERA affiliation. The Association has established a set of guidelines to the SIG's for forming, operating and terminating. A copy of the SIG Policies and Procedures Handbook can be obtained from the AERA Central Office. The primary responsibility of a SIG to the Association is to maintain a professional support system for its membership consistent with the purpose of the Association as a whole. All responsibilities, including financial, placed on SIG's by the Association are meant to avoid potential conflicts with existing structure and to partially reimburse the Association for expenditures incurred in the support of the SIG's." (AERA homepage). To read more about these SIG's, go to http://www.aera.net/sigs/.

Upon arrival at the homepage of the MI-SIG, at http://www.geocities.com/Athens/Column/7568/index.html, the reader will note a series of links, especially developed to inform others about MI. Please note the Gardner and MI Links section, that is, the third item down from the top in the left-hand column, especially the internet links to adults and multiple intelligences. In forthcoming issues of this newsletter, we hope focus more on how adults throughout the world are involved in Multiple Intelligences. If you are aware of others who have interesting projects associated with this interesting model of the mind, please email us with your comments.

5. For Your Multiple Intelligences Only

5a. Gardner's Multiple Intelligences Theory and Bloom's Taxonomy of Educational Objectives

Back in the middle 1950's, one of the central themes within the educational arena was that of Dr. Benjamin Bloom's Taxonomy of Educational Objectives. Wherever an educator went, s/he was certain to be introduced to his taxonomy for categorizing different level of abstraction of questions that commonly occurred within educational settings, in particular, inside the regular classroom (Bloom, 1956). At the time, his taxonomy provided a useful classification structure with which to arrange classroom test questions, as classroom teachers tended to ask questions within particular levels. It was the theory of the time that if students were able to determine the levels of questions that might appear on their term examinations, that they would thus be better able to study domain content data by utilizing appropriate learning strategies. In a nutshell, Bloom highlighted some six (6) such questioning and learning strategies. They ranged in order of cerebral complexity from the basic to the complex, commencing with knowledge, then comprehension, then application, analysis, synthesis, and finally towards the highest cognitive competency, which Bloom termed evaluation. Now, half a century later, we have also incorporated Howard Gardner's MI model into our daily lesson plans. To view a table which blends Howard Gardner’s (1983) seven intelligences to Benjamin Blooms (1956) Taxonomy of Educational Objectives, go to http://members.ozemail.com.au/~mickday/australi.htm. Enjoy the comparisons!

Reference

Bloom, B. S. (Ed.) (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook I: Cognitive Domain. New York ; Toronto: Longmans, Green.

5b. More MI internet links

The Theory of Multiple Intelligences

Capitol School Online

The Gale Encyclopedia of Psychology and Howard Earl Gardner

The New School of Northern Virginia

Why teachers are drawn to using Multiple Intelligence Theory in their classrooms

Send mail to Clifford Morris with questions or comments about this web site
Last modified on Sunday, 16 December 2001

Accession Number: ADG 9826711
Author: Burke, Dorothy M.	EdD	Title: The Relationship of Multiple Intelligences Profiles to Success in Computer-Based Concept Mapping
Subject: Education, Technology. Teacher Training. Cognitive Psychology
Source: Dissertation Abstracts International. Volume: 59-03, Section: A, page: 0790. Year = 1998
Abstract: A concept map is a graphical representation of concepts and their interconnections. Research has shown that concept maps reflect the student's cognitive structure, enabling both teachers and students to determine the level of understanding of material attained before, during or after instruction. Several studies have determined that the addition of the use of a computer-based concept mapping tool for preparing maps increases the level of complexity of students' maps. However, not all students are successful mappers, whether prepared on a computer or drawn with paper-and-pencil. The purpose of this study was to investigate the relationship between pre-service teachers' multiple intelligences profiles, as defined by the work of Howard Gardner (1983), and the levels of complexity in their computer-based concept maps. This study was conducted with pre-service teachers (N = 20) enrolled in a science methods course at a northeastern university graduate program. After an initial questionnaire to determine their computer and academic background and prior exposure to concept mapping, students received instruction on how to develop concept maps and on how to create concept maps using the computer-based concept mapping tool, Inspiration Circler. They completed the MIDAS instrument to determine their individual intelligence profiles. A unit on the 'Phases of the Moon' was taught, after which the subjects took a paper-and-pencil test and then prepared computer-based concept maps of their understanding of the material. The findings in the study substantiated the hypothesis that strengths in multiple intelligences were predictive of success in concept mapping. Using the Pearson product-moment correlation, one intelligence, musical-rhythmic, produced a significant correlation (r = 0.54, p > 5.05) with the level of complexity in the pre-service teachers' concept maps. Ability in music and success in concept mapping both require higher order thinking skills, suggesting that success in concept mapping can be increased among students, when concept mapping is used consciously to develop higher order thinking. Ascertaining students' multiple intelligences profiles can increase teachers' understanding of their cognitive abilities and shed light upon the underlying influences in cognitive tasks such as concept mapping.
Acknowledgement: The dissertation citations and abstract contained here are published with permission of ProQuest Digital Dissertations. A copy of the dissertation may be obtained by addressing your request to UMI® Dissertation Services, 300 North Zeeb Road, Ann Arbor, MI 48106-1346 USA. Telephone (734) 761-7400; Web-page: wwwlib.umi.com/dissertations. Further reproduction is prohibited without permission.

Accession Number: ADG 9914960
Author: Hansen, Sharon Allen	EdD	Title: Distribution, Dispersion, and Application of Gardner's Multiple Intelligences Theory with Pre-service Teacher Education Students
Subject: Teacher Training. Higher Education
Source: Dissertation Abstracts International. Volume: 59-12, Section: A, page: 4404. Year = 1998
Abstract: In 1983, Howard Gardner posed a new view of intelligence, the Theory of Multiple Intelligences. He suggested that a person is intelligent in more than one way. He cited definitive criteria for identifying the seven original intelligences: linguistic-verbal, logical-mathematical, visual-spatial, musical-rhythmic, bodily-kinesthetic, interpersonal, and intrapersonal. In 1997 he added the naturalist intelligence. The problem of this dissertation was to assess the distribution of Gardner's multiple intelligences within a pre-service teacher education population and to develop methods for inclusion of Gardner's MI theory in a teacher preparation program. The dissertation is structured into three parts. The first and primary portion is a study of the distribution of the eight intelligences in a population of pre-service teachers. The second part is a presentation of an innovation-adoption model suitable to MI theory. The third part is the development of exemplars for inclusion of MI theory into a pre-service teacher education curriculum. A sample for the study was selected from elementary education classes taught at Ricks College in Rexburg, Idaho. The Multiple Intelligence Developmental Assessment Scales (MIDAS), developed by Charles Branton Shearer, was used to ascertain the distribution of intelligences in the population. Validity and reliability data is available for the MIDAS. The results of the study indicated that there is a significant difference at the.001 level between the eight scores on the MIDAS as given to the sample of students. Three possible explanations for the variation were the small sample size, lack of normality in the sample, and gender bias in the sample. Comparisons were made between the study results and Shearer's reported results. An informal survey of educators, including teacher educators, was also conducted. Respondents were asked to complete a researcher-designed survey indicating the percentage of each of the eight intelligences in which a successful teacher should possess strength. The educators were in agreement that distributed strength in all intelligences was needed to be successful in an elementary school. However, agreement was much less in the secondary school subjects. The possibility of further research into Gardner's Theory of Multiple Intelligences is evident. A number of additional research questions arose from the study and are listed in the conclusion.
Acknowledgement: The dissertation citations and abstract contained here are published with permission of ProQuest Digital Dissertations. A copy of the dissertation may be obtained by addressing your request to UMI® Dissertation Services, 300 North Zeeb Road, Ann Arbor, MI 48106-1346 USA. Telephone (734) 761-7400; Web-page: wwwlib.umi.com/dissertations. Further reproduction is prohibited without permission.

Accession Number: AAI 9963259
Author: Ksicinski, Joyce Mary	EdD	Title: Assessment of a Remedial Community College Cohort for Multiple Intelligences
Subject: Community College Education. Curriculum and Instruction Tests and Measurements Higher Education
Source: Dissertation Abstracts International. Volume: 61-02, Section: A, page: 0471. Year = 2000
Abstract: The purpose of this study was to identify, according to the MIDAS instrument, the dominant domains, specific skills, and predominant intellectual styles of a remedial community college cohort and whether there were statistically significant differences in regard to the variables of gender, age, and ethnicity. Another purpose was to determine whether there were statistically significant differences between teachers and students in the dominant domains. This descriptive and ex post facto research study involved a remedial student cohort (n = 81) enrolled in the College Skills course at College of the Redwoods in spring 1999. The MIDAS was administered during a regular class period in order to provide a natural environment for data collection. Statistical manipulations and analysis included frequencies, percentages, and tests of differences for the population as well as disaggregated by gender, age, and ethnicity. The study revealed that the subjects rated themselves highest in interpersonal intelligence and lowest on musical-rhythmic. Significant differences existed between interpersonal and the other seven intelligence domains. Females rated themselves higher in all domains except bodily-kinesthetic, but significant differences surfaced only in linguistic-verbal for females and bodily-kinesthetic for males. Females scored themselves higher in nineteen of the twenty-six specific skill subscales. The variable of age disclosed significant differences in musical-rhythmic, bodily-kinesthetic, and linguistic-verbal domains. The 20-24 year old group rated themselves highest in nineteen of the twenty-six subscales. The variable of ethnicity showed no significant differences, however this may reflect the small size of the study population. Major differences appeared between the teachers and student ratings. The instructors rated themselves strongest in linguistic-verbal followed by intrapersonal and interpersonal. The teachers rated interpersonal and visual-spatial but with a slightly lower mean score than the students. The self-identification of communication with others as a strength is a critical instructional clue. The significant differences and overall higher ratings by females and the 20-24 year old group are noteworthy. The results indicate that this remedial population has a distinct profile that may affect their success in traditional college courses where the instructor approach is predominantly linguistic-verbal. It highlights the importance of assessment that identifies abilities and interests so individuals can maximize their own intellectual potential based on specific information. In addition, it suggests that instructors need to consider teaching strategies that are meaningful to students who are not linguistically or analytically oriented. Additional research is recommended in order to develop educational reform that is more personalized and learner-centered.
Acknowledgement: The dissertation citations and abstract contained here are published with permission of ProQuest Digital Dissertations. A copy of the dissertation may be obtained by addressing your request to UMI® Dissertation Services, 300 North Zeeb Road, Ann Arbor, MI 48106-1346 USA. Telephone (734) 761-7400; Web-page: wwwlib.umi.com/dissertations. Further reproduction is prohibited without permission.

Accession Number: AAI 9962138
Author: Morton, Frederick Gnass, Jr.	PhD	Title: An Exploratory Study of the Relationship Between the Multiple Intelligences and the Preferred Teaching Methods of Selected Youth Ministers
Subject: Religious Education. Cognitive Psychology. Education, Educational Psychology
Source: Dissertation Abstracts International. Volume: 61-02, Section: A, page: 0551. Year = 1999
Abstract: 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. 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-verbal 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-verbal, interpersonal, and intrapersonal intelligence were found to be consistent with Armstrong's assumptions regarding MI and vocation. 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.
Acknowledgement: The dissertation citations and abstract contained here are published with permission of ProQuest Digital Dissertations. A copy of the dissertation may be obtained by addressing your request to UMI® Dissertation Services, 300 North Zeeb Road, Ann Arbor, MI 48106-1346 USA. Telephone (734) 761-7400; Web-page: wwwlib.umi.com/dissertations. Further reproduction is prohibited without permission.

Accession Number: AAI 9964438
Author: Schirduan, Victoria Marie	EdD	Title: Elementary Students with Attention Deficit Hyperactivity Disorder (ADHD) in Schools Using Multiple Intelligences Theory: Intelligences, Self-Concept, and Achievement
Subject: Elementary School Education, Educational Psychology, Clinical Psychology
Source: Dissertation Abstracts International: Volume 61-03, Section A, Page 0891, Year = 2000
Abstract: This study examined the issue around the notion that low self-concept and lack of academic confidence has been widely associated with elementary students with ADHD. Within a conceptual framework of the Theory of Multiple Intelligences, predominant intelligences, self-concept and achievement level of students with ADHD were examined to determine how they fared in Schools Using Multiple Intelligences Theory (SUMIT). This research was an exploratory descriptive study that supported a qualitative and quantitative approach. A purposeful sample of eighty-seven students with ADHD in grades two through seven in 17 SUMIT sites participated in this study. Information was collected using nine sources of data: The Multiple Intelligences Developmental Assessment Scale (MIDAS), the Piers Harris Children's Self-Concept Scale (PHCSCS), Teacher Perception of Achievement Level in Students with ADHD Survey, Teacher Interviews, Student Interviews, Parent Interviews, a Principal Interview, Documents and Contextual Information. Qualitative data were triangulated and validated using coding techniques. Quantitative data were also statistically analyzed. This study found that more than half the students with ADHD reported that they possess the naturalist and visual-spatial intelligences as their predominant intelligences. This study concluded that the pattern of intelligences of students with ADHD in SUMIT sites are not intelligences that are emphasized in the traditional school setting. In addition, students with ADHD in SUMIT sites scored average self-concept and average achievement level. An elementary school curriculum which enacts strategies of multiple intelligences has serious implications for the way schools organize and deliver instruction for students with ADHD. Burgeoning research in the field of MI offers hope for this misperceived population. Curriculum should focus on ADHD students' strengths rather than weaknesses which is an aspect often missing in more traditional educational settings. In sum, MI theory may be the curricular response needed to further the goal of having students with ADHD live up to their fullest intellectual and emotional potential.
Acknowledgement: The dissertation citations and abstract contained here are published with permission of ProQuest Digital Dissertations. A copy of the dissertation may be obtained by addressing your request to UMI® Dissertation Services, 300 North Zeeb Road, Ann Arbor, MI 48106-1346 USA. Telephone (734) 761-7400; Web-page: wwwlib.umi.com/dissertations. Further reproduction is prohibited without permission.

Accession Number: AAT 3002707
Author: Malm, Nelda Weaver	EdD	Title: Distribution of Gardner's multiple intelligences among students and faculty in associate degree career programs
Subject: Community College Education, Adult and Continuing Education
Source: Dissertation Abstracts International: Volume 62-01, Section A, Page 60, Year = 2001
Abstract: In 1983, Howard Gardner proposed a Theory of Multiple Intelligences and provided a definition of intellectual strengths which are valued across human cultures and that emphasized differentiated abilities. Relevant literature revealed that the application of the theory has been well established within the K-12 systems. There was little information about the use or application of the theory in the adult, post-secondary, or college setting. The purpose of this study to was assess the distribution of Gardner's Multiple Intelligences among students and faculty in associate degree, college credit career/occupational programs at a community college; to determine the differences between the Multiple Intelligences Profile of the students and faculty in various career programs; and to assess and compare the distribution of Multiple Intelligences among college credit students not enrolled in the selected programs with those enrolled in the programs. The sample consisted of 246 students and 28 faculty selected from classes enrolled in each of the identified college credit, career/occupational programs at Seminole Community College in the Fall term, 2000. Additionally, 126 students in general psychology classes provided a comparison group. The participants completed the Multiple Intelligences Development Assessment Scale (MIDAS). This self-reported, 119 question, Likert-scale instrument provided data for statistical analysis. The data revealed that the subjects rated themselves highest in interpersonal intelligence and in intrapersonal intelligence and lowest in musical intelligence and naturalistic intelligence. The data indicated patterns within each of the 14 student study groups, the presence of all the intelligences in every group, and even distribution of the development of the Multiple Intelligences in this population. The faculty in each of the groups generally shared the high and low group scores with their students. The data indicate that there are statistically significant differences between the Multiple Intelligences of the various groups, but post hoc tests did not indicate between which groups. The comparison group reported higher scores in interpersonal intelligence and in intrapersonal intelligence and lower scores in naturalistic intelligence and kinesthetic intelligence. There were statistically significant differences between the career/occupational group and the comparison group. The self-reported high scores in interpersonal intelligence and in intrapersonal intelligence serve as a critical educational clue for the adult population in community colleges.
Acknowledgement: The dissertation citations and abstract contained here are published with permission of ProQuest Digital Dissertations. A copy of the dissertation may be obtained by addressing your request to UMI® Dissertation Services, 300 North Zeeb Road, Ann Arbor, MI 48106-1346 USA. Telephone (734) 761-7400; Web-page: wwwlib.umi.com/dissertations. Further reproduction is prohibited without permission.