A Synthesis of Research Regarding the Validity of the Theory of Multiple Intelligences as an Approach to General Education and TESOL

Gardiner, Brian (2016) A Synthesis of Research Regarding the Validity of the Theory of Multiple Intelligences as an Approach to General Education and TESOL. [Dissertation (University of Nottingham only)]

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Abstract

Gardner’s 1983 ‘Theory of Multiple Intelligences’ has

inspired educators the world over for over three decades.

Due to the fact that this approach to education implies the

use of alternative assessment methods and that most of the

research studies on Multiple Intelligences contain a large

amount of qualitative reports from various stakeholders at

these schools, the present study sought to quantify positive

learning outcomes expressed as ‘Feuerstein’s socialconstructivist,

language-learning, mediation variables,’ and a

selection of variables related to ‘tenets of the Multiple

Intelligences approach to education,’ with the goal of

accounting for as much of the variance in assessment

performance on either internally- or externally- monitored

standardized exams as possible.

Hinging on a statistical analysis using Spearman

principle factor analysis, two themes emerged from the data

of 20 peer- or externally-reviewed studies on the outcomes of

approaching both general and ESOL education through

Multiple Intelligences Theory. These themes, ‘progressing

from amateur to expert learner’ and ‘cooperation with others’

were then shown to associate with the ESOL vocabulary

learning-strategies model of Tseng, Dörnyei, and Schmitt

(2006), and contextualized through a discussion of refugee

English as a Second Language (ESL) programs in the U.S.A.

and the U.K., which could stand to benefit from a cooperative,

Multiple Intelligences, learning community, where individual

differences are respected, self-regulation in the learning

process is encouraged, and job-training is integrated with

language learning.

Item Type: Dissertation (University of Nottingham only)
Depositing User: Gigg, Diane
Date Deposited: 23 Jun 2017 13:04
Last Modified: 24 Jun 2017 20:15
URI: http://eprints.nottingham.ac.uk/id/eprint/43742

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