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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 — 2004This 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.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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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