Teachers' awareness of multiple intelligences in elementary school-aged gifted students

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dc.contributor.authorLapper, Heather Jeanen_US
dc.date.accessioned2024-08-14T20:59:45Z
dc.date.available2024-08-14T20:59:45Z
dc.date.copyright1998en_US
dc.date.issued1998
dc.degree.departmentDepartment of Psychological Foundations in Education
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThis study explored the perceptions and behaviours of teachers in regard to multiple dimension of intelligence in gifted students. A case-simulation method was utilized to investigate the problem. Twenty-three female elementary school teachers with a minimum, of three years teaching experience were asked to read three case studies of students with different intelligences (Linguistic, Spatial, and Intrapersonal) as defined by Howard Gardner's theory of Multiple Intelligence (1983). The teachers were then interviewed by the researcher in order to gain a clear understanding of their perceptions of each student's abilities. The finding indicate that teachers demonstrate an awareness of multiple intelligences in students when they are presented with relevant information about these students. These finding also indicate a willingness on the part of the teacher to nominate these students to a gifted program, provided the program is structured in a manner which will best meet the needs of the particular children. Overall, this study suggests that although teachers receive relevant information about their students' needs may not be met due to the lack of a process to identify and provide appropriate programming for them.
dc.format.extent91 pages
dc.identifier.urihttps://hdl.handle.net/1828/18539
dc.rightsAvailable to the World Wide Weben_US
dc.titleTeachers' awareness of multiple intelligences in elementary school-aged gifted studentsen_US
dc.typeThesisen_US

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