Teachers\u27 Perceptions and Practices of Multiple Intelligences Theory in Middle Schools

Despite instructional changes and administrative support, students with learning disabilities in a middle school located in Georgia did not meet the state expectations to perform at their grade level in core subjects on the state\u27s standardized test. The purpose of this correlational study was to determine whether a relationship existed between teachers\u27 familiarity with Gardner\u27s multiple intelligences (MI) theory and the MI instructional strategies they used in the classroom setting. Gardner\u27s MI theory was used as the theoretical foundation, which supports the idea that if teachers can identify the intelligences (e.g., interpersonal, intrapersonal, visual/spatial, musical, bodily/kinesthetic, mathematical/logical, verbal/linguistic, and naturalistic) in each child and then teach to those abilities, the child will learn better. The sample included 61 middle school teachers who participated in Gardner\u27s MI familiarity and MI practices online self-report survey. Data were analyzed descriptively and inferentially using correlations and regression. The results revealed that a majority (61%) of teachers were unfamiliar or only somewhat familiar with Gardner\u27s MI theory. A simple linear regression revealed no significant relationship between teacher classroom practices and familiarity with Gardner\u27s theory. Recommendations included conducting additional research on MI with a larger sample; additional research was also recommended on the best classroom practices for teachers to support a wide range of diverse learners. Implications for positive social change include providing the local site with information and recommendations that will further the dialogue related to what schools can do to promote learning and academic success for all students

Examining The Institutional Factors Promoting The Educational Attainment of African American Males Social Science Majors

The purpose of this study was to determine the institutional factors that African American male students identified as influencing their educational attainment in higher education. The following research question guided this study: What institutional factors do African American male students identify as influencing their educational attainment at their respective universities? Throughout the years, there have been numerous theories developed to understand the challenge of college student retention. Alexander Astin (1991) proposed one of the first models, the input-environment-outcome (I-E-O) model. In this model, there are three sets of elements considered: inputs, environment, and outcomes. Inputs are the family backgrounds, demographic characteristics, and academic experiences that students bring to college (Pascarella & Terenzini, 2005). The environment is the range of people, programs, policies, cultures, and experiences that students encounter in college; and outcomes are students\u27 characteristics, knowledge, skills, attitudes, values, behaviors, and beliefs as they exist after college. According to Astin\u27s (1985) student involvement is defined as the amount of energy a student commits to their education, the energy a student devotes to their studies, their level of participation in campus organizations, and the frequency of interacts among professors and other students. In contrast, an uninvolved student is apathetic towards his education, does not get involved in extracurricular activities, and infrequently interacts with professors and other students (Astin, 1999)

Undergraduate African American Males’ Narratives on the Personal Factors Influencing Retention in the Social Sciences

The purpose of this study was to explore the perceptions of undergraduate African American social science majors on the personal factors that influenced their retention in higher education. This was a qualitative study with 15 African American males who were enrolled in three universities in the University of North Carolina system. The data were collected using face-to-face interviews of approximately 45 minutes duration that took place on two separate occasions. They appeared eager to discuss their experiences as freshmen and the factors that influenced them to return to the university a second year. The main findings from this study were that African American males who persisted in the social science majors had inner determination, support from peers, mentors, parents, siblings, and extended families. They also had spiritual support, and learned to navigate through the social science curriculum with a commitment to a career in the social science field. The findings from the study contributes to the field of higher education by informing administrators about some approaches to facilitate the retention and graduation of African American males in social science majors. Future research studies might examine the persistence of other underrepresented students at other universities in social science majors using a mixed methods approach

Interview with Linda Pisano

Linda Pisano, a member of the Church of Latter Day Saints, talks about growing up in Utah, why she joined the church, why she dislikes the term \u27Mormon\u27, and women in the LDS. She explains that LDS is still a christian church and offers some theories on why the church is so popular.https://digital.kenyon.edu/lt_interviews/1027/thumbnail.jp

An international survey of mature students' uses of mobile devices in life and learning

The paper presents research concerned with learner-driven innovative practice with mobile technologies and the interface between formal and informal learning. We build on our previous work investigating student use of personal devices for learning, work, social interaction and entertainment. A recent phase of the research included an international survey focusing on students registered on selected Masters and doctoral programmes in the UK, Sweden, Portugal, Hong Kong and Australia. The research gives an account of everyday uses and more unusual deployments of personal technologies by students from departments of education and technology. It illuminates learner choices and preferences, attitudes towards work–life boundaries, evolving social and cultural practices, and the impacts of technological change

Recent research on appropriate strategies to facilitate and enhance reading comprehension instruction primary level

At a time when literacy is more important than ever, national attention has refocused on reading to insure that all children learn this critical skill. Through the years, the entire realm of reading has been considered extremely complex and even controversial. In no other area in the whole field of education is there more partisanship than in the area of the teaching of reading. Samuels and Farstrup (1992) stated that after years of having more educational research dedicated to the subject than to any other, there is still no precise answer resolving the question of how to teach a child to read