Multiple Intelligences in Practice: Teacher Research Reports from the Adult Multiple Intelligences Study. NCSALL Occasional Paper.

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Sonst. Personen	Kallenbach, Silja (Hrsg.); Viens, Julie (Hrsg.)
Institution	National Center for the Study of Adult Learning and Literacy, Boston, MA.; Harvard Univ., Cambridge, MA. Harvard Project Zero.; World Education, Inc., Boston, MA. New England Literacy Resource Center.
Titel	Multiple Intelligences in Practice: Teacher Research Reports from the Adult Multiple Intelligences Study. NCSALL Occasional Paper.
Quelle	(2001), (210 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adoption (Ideas); Adult Education; Attention Deficit Disorders; Career Choice; Classroom Research; Classroom Techniques; Critical Thinking; Educational Philosophy; Educational Practices; English (Second Language); High School Equivalency Programs; Integrated Curriculum; Learning Activities; Learning Theories; Literacy Education; Mathematics Instruction; Metacognition; Models; Multiple Intelligences; National Programs; Popular Education; Reading Instruction; Reflective Teaching; Research Utilization; Rural Education; Secondary Education; Self Evaluation (Individuals); Student Evaluation; Teacher Effectiveness; Teacher Researchers; Teacher Student Relationship; Teaching Methods; Theory Practice Relationship; Urban Education; Writing (Composition); Writing Instruction; General Educational Development Tests + Suchen Sie Ihr Suchwort? Ideas; Ideenfindung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Klassenführung; Kritisches Denken; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; English as second language; English; Second Language; Englisch als Zweitsprache; Lernaktivität; Learning theory; Lerntheorie; Mathematics lessons; Mathematikunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Analogiemodell; Intelligenz (Psy); nicht übertragen; Befreiungspädagogik; Leseunterricht; Forschungsumsetzung; Ländliche Erwachsenenbildung; Sekundarbereich; Schulnote; Studentische Bewertung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerforschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Stadtteilbezogenes Lernen; Schreibübung; Schreibunterricht
Abstract	This document contains nine papers from a systematic, classroom-based study of multiple intelligences (MI) theory in different adult learning contexts during which adult educators from rural and urban areas throughout the United States conducted independent inquiries into the question of how MI theory can support instruction and assessment in adult basic education (ABE), adult secondary education, and English for speakers of other languages (ESOL). The following papers are included: "Will Awareness of Their Own Intelligence Profiles Help My Students Become More Independent Learners?" (Betsy Cornwell); "How Can Teacher and Student, Working Collaboratively, a. Identify the Student's Strongest Intelligences through MI-Based Assessment and Classroom Activities? [and] b. Use the Understanding of These Intelligences To Guide the Learning Process?" (Meg Costanzo); "1. What Impact Do ESOL Activities Informed by the MI Theory Have on Student Engagement and Learning Strategies? [and] 2. How Do Prior Cultural Learning and Experiences Shape Students' Reaction to and Participation in ESOL Activities Informed by the MI Theory?" (Terri D. Coustan); "What Kind of MI-Informed Instruction and Assessment Can Be Developed That Will Help Adult Learners Deal with Math Anxiety, So They May Reach Their Stated Goals?" (Bonnie Fortini); "Can MI-Informed Lessons Help the Progress and Attendance of LD (Learning Disabilities) and ADD (Attention Deficit Disorder) Students Preparing for a GED?" (Martha Jean); "How Will Adult Diploma Students' Awareness of Their Own Intelligences and Their Participation in Activities Informed by MI Theory Affect Their Career Decision-Making Process?" (Jean A. Mantzaris); "What Effect Does Metacognitive Awareness of Their Own Multiple Intelligences Have on the Perceptions of Effective ESOL Teaching and Learning by Students With Limited Native Language Literacy? What Happens When I Try To Integrate MI into an ESOL Class?" (Diane Paxton); "Will the Use of a Multiple Intelligences Framework Support the Goals and Practices of Popular Education in an ABE Classroom?" (Wendy Quinones); and "How Does Knowledge of Multiple Intelligence Theory Broaden a Multi-Sensory Approach to the Teaching of Writing? How Does the Application of Multiple Intelligence Theory Enhance a Multi-Sensory Approach to the Teaching of Reading?" (Lezlie Rocka). Concluding the document is a 72-item reference list. (MN)
Anmerkungen	World Education, 44 Farnsworth Street, Boston, MA 02210 ($10). Tel: 617-482-9485; e-mail: ncsall@worlded.org. For full text: http://gseweb.harvard.edu/~ncsall/research/op_kallen.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC