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.
Get full access to this article
View all access options for this article.
References
1.
ArmorD., Conroy-OsegueraP., CoxM., KingN., McDonnellL., & PascalA. (1976). Analysis of the school preferred reading programs in selected Los Angeles minority schools (REPORT NO. R-2007-LAUSD) Santa Monica, CA: Rand Corporation. (ERIC Document Reproduction Service No. 130 243)
2.
BederH. (2001). Teaching in adult literacy education: Learner-centered intentions, teacher directed instruction (Proceedings of the 42nd Annual Adult Education Research Conference. East Lansing: Michigan State University.
3.
BransfordJ., BrownA., & CockingR. (Eds.). (2000). How people learn.Washington, DC: National Academy Press.
4.
BrookfieldS. (1995). Adult learning: An overview. In TruinjmanA. (Ed.), International encyclopedia of education.Oxford, UK: Pergamon Press.
5.
CampbellL., & CampbellB. (1999). Multiple intelligences and student achievement: Success stories from six schools.Alexandria, VA: Association for Supervision and Curriculum Development.
6.
CampbellL., CampbellB., & DickersonD. (1999). Teaching and learning through multiple intelligences.Boston: Allyn & Bacon.
7.
ChenJ., KreshevskyM., & ViensJ. (1998). Building on children's strengths. The Project Spectrum experience.New York: Teachers College Press.
8.
ChristisonM. A., & KennedyD. (1999). Multiple intelligences: Theory and practice in adult ESL. Retrieved December 20, 2002, from http://www/cal.org/ncle/digest/MI.htm
9.
ConfessoreS., & KopsW. (1998). Self-directed learning and the learning organization: examining the connection between the individual and the learning environment. Human Resource Development Quarterly, 9(4), 365–375.
10.
CrantonP. (1996). Professional development as transformative learning: New perspectives of teachers of adults.San Francisco: Jossey-Bass.
11.
CreswellJ. (1998). Qualitative inquiry and research design: Choosing among the five traditions.Thousand Oaks, CA: Sage.
GibsonS., & DemboM. H. (1984). Teacher Efficacy: a construct validation. Journal of Educational Psychology, 76(4), 569–582.
17.
KallenbachS., & ViensJ. (2002). Open to interpretation: Multiple intelligences theory in adult literacy education (NSCALL Report 21). Cambridge, MA: National Center for the Study of Adult Learning and Literacy.
18.
KnowlesM., HoltonE., & SwansonA. (1998). The adult learner: The definitive classic in adult education and human resource development.Houston, TX: Gulf Publishing.
19.
KornhaberM., & FierrosE. (2000). Project SUMIT (Schools Using Multiple Intelligences Theory). Retrieved December 20, 2002 from http://pzweb/harvard.edu/SUMIT/Default.htm
20.
KornhaberM., & KrechevskyM. (1995). Expanding definitions of learning and teacher: Notes from the MI underground. In CooksonP., & SchneiderB. (Eds.), Transforming schools.New York: Garland Press.
21.
LevineS. L. (1989). Promoting adult growth in schools: The promise of professional development.Boston: Allyn & Bacon.
22.
LindemanE. (1926). The meaning of adult education.New York: New Republic.
23.
MezirowJ. (1991). Transformative dimensions of adult learning.San Francisco: Jossey-Bass.
24.
MilesM., & HubermanM. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
25.
ShoreJ. R. (2001). An investigation of multiple intelligences and self-efficacy in university English as a foreign language students Unpublished dissertation, George Washington University, Washington, DC.
26.
ShulmanJ. H. (1992). Case methods in teacher education.New York: Teachers College Press.
27.
StakeR. (1995). The art of case study research.Thousand Oaks, CA: Sage.
28.
StanovichP. J. (1994). Teachers’ sense of efficacy, beliefs about practice, and teaching behaviours as predictors of effective inclusion of exceptional and at-risk pupils. Unpublished doctoral dissertation, University of Toronto.
29.
Tschannen-MoranM., WoolfolkA., & HoyW. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.
30.
Woolfok-HoyA. (2000, April). Changes in teacher efficacy during the early years of teaching. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
31.
Woolfolk-HoyA., & Tschannen-MoranM. (2002, April). Cultivating teacher efficacy: The effects of context. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
32.
YinR. K. (1989). Case study research: Design and method.Newbury Park, CA: Sage.
