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dc.contributor.authorHamstra, Alice C.en_US
dc.date.accessioned2009-07-09T17:35:22Z
dc.date.available2009-07-09T17:35:22Z
dc.date.issued1998-07-09T17:35:22Z
dc.identifier.urihttp://hdl.handle.net/10464/1867
dc.description.abstractThe purpose ofthis qualitative study was to explore teachers' reflections on Multiple Intelligences theory and the processes they engage in when using the theory with elementary-aged exceptional students. FOllr public school teachers took part in the study. An introductory observation visit, semistructured in-depth interviews, field notes, and teachers' own written reflections served as data sources. Content-analysis was applied to review the data for thenles related to the research topic. The findings indicated several benefits of using Multiple Intelligences. This tlleory appeared to affect teachers' views of exceptionalleamers, directing the teachers' fOClIS to the students' potentials. It also seemed to have value for assisting teachers in planning an inclusive approacll, enhancing exceptional students' self-esteem, developing nletacognition, and prolTIoting cognitive engagement. Finally, the findings suggest that Multiple Intelligences has inlplications for teachers' professional development to reach a more diverse range of students.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectIntelligence levels.en_US
dc.subjectGifted children--Education.en_US
dc.titleExploring teachers' use of multiple intelligences with elementary-aged exceptional studentsen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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