Multiple Intelligences Theory, Action Research, and Teacher Professional Development: The Irish MI Project

Autor/in	Hanafin, Joan
Titel	Multiple Intelligences Theory, Action Research, and Teacher Professional Development: The Irish MI Project
Quelle	In: Australian Journal of Teacher Education, 39 (2014) 4, Artikel 8 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Multiple Intelligences; Action Research; Faculty Development; Foreign Countries; Classroom Techniques; Learning Theories; Teacher Attitudes; High Stakes Tests; Educational Policy; Profiles; Portfolio Assessment; Diaries; Reflection; Educational Change; Curriculum Design; Elementary School Teachers; Secondary School Teachers; Special Education Teachers; Educational Objectives; Ireland + Suchen Sie Ihr Suchwort? Intelligenz (Psy); Projektforschung; Ausland; Klassenführung; Learning theory; Lerntheorie; Lehrerverhalten; Politics of education; Bildungspolitik; Charakterisierung; Profilanalyse; Portfoliobeurteilung; Diary; Tagebuch; Bildungsreform; Lehrplangestaltung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Educational objective; Bildungsziel; Erziehungsziel; Irland
Abstract	This paper presents findings from an action research project that investigated the application of Multiple Intelligences (MI) theory in classrooms and schools. It shows how MI theory was used in the project as a basis for suggestions to generate classroom practices; how participating teachers evaluated the project; and how teachers responded to the professional experience. Teachers reported successful student outcomes including more interest and motivation, better recall and deeper understanding, higher attainment, improved self-esteem, and more fun and enjoyable classroom experiences. For teachers themselves, the project was a challenge. They needed more planning time, more persistence, more collegiality, and more management support. All involved in the project found the experiment worthwhile, exciting, and a stimulus for radical change in their pedagogic practice and thinking. Teachers renamed and extended existing practices to include MI approaches and this led to a methods-shift and, ultimately, to indications of a mind-shift. It was apparent in the Irish MI Project that the premising of curriculum content and delivery, state certificate assessment, school organisational practices, and attitudes on a narrow, untenable and unfair construct of intelligence can result in educational exclusion and disadvantage for many students. Thus, it is suggested that the agency of intelligence in educational failure merits attention. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10