In this chapter, we interrogate how emotions are experienced by prospective and practicing teachers and how they influence our fashioning of identities, as well as our effectiveness; our relationships with students and families; and the curricula, pedagogies, and assessments we employ.
We explore how contemporary teacher education programs have addressed emotional struggles that prospective and new teachers undergo, as well as successes and criticisms that have been realized in these programs.
Foreword to the yearbook issue on self-regulated learning.
In this article, the author suggests that self-regulation should be complemented by a more holistic, integrated, and collaborative framework—that of communal-regulated learning—which may serve as a better framework to develop effective learners in today’s fast-changing educational scene.
This article charts historical and contemporary factors shaping the field of self-regulated learning and forecasts near-future of work on this educationally key construct.
This article describes the nature of metacognitive skills, how deficiencies in the application of metacognitive skills can be assessed through on-line methods, and how explicit metacognitive instruction of WWW&H (what, when, why, & how) can be implemented in an effective way.
This article examines the dynamic relationship between teaching and learning in two case studies that explore how teachers develop students’ capacity to adapt to the learning environment and how students’ own self-regulated learning, in turn, contributes to and enables adaptive teaching.
This article describes a study that analyzed primary school children’s manifestations of self-regulation in two constructional play tasks and showed self-regulation development between age 5 and 10 years.
Drawing upon Bronfenbrenner’s bioecological model of development, authors investigate how key process, person, and contextual factors concurrently explain the incidence of chronic absenteeism among kindergarteners in the U.S.
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.