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Teacher Education and Multiple Intelligences: A Case Study of Multiple Intelligences and Teacher Efficacy in Two Teacher Preparation Courses


by Jane Shore — 2004

This instrumental collective case study provides an in-depth description of the change that transpired in two multiple intelligence (MI)–based graduate-level teacher preparation courses. Qualitative and quantitative data were collected and analyzed. Implications for MI in teacher education are discussed.


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Cite This Article as: Teachers College Record Volume 106 Number 1, 2004, p. 112-139
http://www.tcrecord.org ID Number: 11514, Date Accessed: 8/20/2017 11:29:57 AM

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About the Author
  • Jane Shore
    Educational Testing Service
    E-mail Author
    JANE R. SHORE is a senior research associate investigating issues related to literacy, language development, and learning disabilities for the Educational Testing Service. She holds an EdD in bilingual special education, with a focus on curriculum and instruction from the George Washington University and an MAT in applied linguistics-TESOL/bilingual education from Georgetown University. She is devoted to research on teaching and learning in diverse populations. Recent publications include ‘‘An Investigation of Collaboration Among Educational Professionals Working with Culturally and Linguistically Diverse Students,’’ and ‘‘Multiple Intelligences and Self-Efficacy in the University English as a Foreign Language Classroom’’.
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