Students’ self-conscious emotions and coping strategies were examined in three classroom social/instructional contexts: private, small group, and whole class.
This chapter sketches some possibilities for the development of learning contexts for children and young people with learning differences that may be derived from the influence of Russian psychologist L. S. Vygotsky. It argues that these pedagogic possibilities should be implemented alongside the development of a curriculum that prepares all young people to participate in a rapidly developing knowledge society
This chapter presents a study that investigated characteristics of the learning environment predicting for student engagement in public high school classrooms. Students in seven high school classrooms in five different subject areas were observed and videoed in order to predict their engagement as measured by the experience sampling method (ESM).
A hope of this Yearbook is to illuminate not only what promotes engagement but also how it can be fostered. In this epilogue, first we provide a short history of research on
motivation. We then review the contributions of this Yearbook in providing a fuller,
multidimensional, contextualized picture of human motivation, one that we believe
is relevant and helpful to educational policy and practice. Last, we discuss where this
research may head in order to engender conditions in which engagement in schooling
becomes more universal.
This article explores how biographical data on grit, a disposition toward perseverance and passion for long-term goals, explains variance in novice teachers’ effectiveness and retention.
This study found that both moral and performance character strengths are important and unique predictors of the academic achievement and conduct of a sample of 500 early adolescents attending several urban charter schools.
This project was designed to develop an understanding of how teachers talk about emotional transactions in the classroom. This is a phenomenological study in that we assume there is some essence to classroom emotional experiences, and we seek to understand this essence from the teacher’s perspective. Our analysis suggests how teacher beliefs and teacher selves may be related to how these teachers approached emotion in the classroom. In addition, we discuss six ways in which these teachers approached emotional experiences during classroom transactions.
This issue updates readers on the work that has ensued in the past 10 years using Gardner’s theory, presenting a collection of papers excerpted from a 2003 American Educational Research Association symposium commemorating the 20th anniversary of the publication of Frames of Mind.
This article describes the theory of multiple intelligences and provides a brief introduction to each of the articles that comprise the special TCR edition commemorating the 20th anniversary of the publication of Frames of Mind by Howard Gardner.
This essay discusses the status of multiple intelligences (MI) theory as a scientific theory by addressing three issues: the empirical evidence Gardner used to establish MI theory, the methodology he employed to validate MI theory, and the purpose or function of MI theory.
This article explores the tensions between Howard Gardner’s theory of multiple intelligences and current educational policies emphasizing standardized and predictable outcomes.
This paper illustrates how the use of MI has been helpful to both students and teachers.
This paper describes an experimental Multiple Intelligences/Learning for Understanding (MI/LfU) pilot study in the Glendale Community College psychology department from 1994 to 1996, which has evolved into an effective, interdisciplinary approach to learning, teaching, and creative assessment.
This paper discusses how adult literacy educators chose to apply multiple intelligences (MI) theory.
This article draws on research conducted over a 10-year period in an attempt to answer three central questions about the widespread adoption of Gardner’s theory of multiple intelligences (MI): Why do educators adopt MI? Once MI is adopted, does anything really change in practice? When educators claim MI is working, what is happening in practice?
This study reports on five middle grades teachers and how they developed and implemented MI-based units of instruction.
This research paper provides an example of how elementary school curriculum leaders can be mindful of student intelligences and use the strengths of their student populations.
This paper compares the theories of Multiple Intelligences and Learning Styles in order to suggest ways that teachers using a combination of both theories may be able to improve student learning over the range of intelligences.
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.
The article analyzes one claim that I make about Howard Gardner's work on MI: Multiple intelligences has had the greatest influence on educators' beliefs and talk about differences in children's intelligence, moderate to high influence on the formal curriculum and instructional materials, and least influence on mainstream teaching and assessment practices.
This article addresses three interrelated propositions about using multiple intelligences assessment to promote teacher development and student achievement.
In an effort to understand learner-centered instruction from the perspective of multiple intelligences (MI), the purpose of this second teacher action research study was to further investigate the use of MI theory in shaping and informing instructional strategies, curricula development, and alternative forms of assessment with second language learners
This article addresses the meaning and application of multiple intelligences theory in Taiwan in the light of educational reform.
Gardner’s theory of multiple intelligences was integrated with the revised Bloom’s taxonomy to provide a planning tool for curriculum differentiation. Teacher’s progress in using the tool to plan and implement units of work through learning centers was documented over 18 months in two small elementary schools.
This essay describes the interests of various audiences, ranging from classroom teachers to entrepreneurs to policy makers, and locates each of the collected essays in this special issue (106-1)within these several audiences.
This papers considers concerptual and methodological issues that arise in large-scale survey research on teaching and uses data from Prospects to draw some substantive conclusions about the overall magnitude and sources of teachers' effects on student achievement in elementary schools.
This article explores the possibility of using inquiry as a way to understand, and hence to assess, learning.
The article reports on a quasi experimental study, which examined the relative effectiveness of two instructional approaches (an innovative approach developed by the author and a case-study approach) at fostering idea-based, transformative experiences in a high school science class. The construct of an idea-based, transformative experience was derived from Dewey's work on aesthetics, experience, and education. Such experience involves the active use of a concept and an expansion of perspection and value.
This paper draws on extended interviews with 53 elementary and secondary teachers in Ontario, Canada concerning the emotional aspects of their work, to develop a new conceptual framework of emotional geographies of teaching.
The article discusses a brain-mind-cycle theory of critical reflection, learning, and wholetheme education. Application of the theory is illustrated with data from an experimental wholetheme teacher education program.