Date of Award

8-1993

Degree Type

Thesis (On-Campus Access Only)

First Advisor

Sherrie Seymour

Abstract

Framework This study utilizes Gardner's theory of multiple intelligences as a framework for determining if curriculum and teaching methods support and foster development of the seven intelligences as defined by Gardner (1983).

Gardner asserts that by providing an educational environment rich in diverse activities, curriculum and methods, students develop higher levels of intelligence and development in multiple areas.

Setting The site selected for this study is a public alternative elementary school in the Williamette Valley, Oregon with an enrollment of 240 students.

Results It was concluded from the study that, in general, the school does provide a curriculum that offers students significant instruction, activities, and support which fosters development of multiple intelligence trajectories. Three factors identified in this research setting as supportive of multiple intelligence development include high levels of parental involvement, the opportunity for teachers to instruct and mentor students in areas of their own expertise, and an electives program which enables students to select classes of interest and to experience a diet of activities across the intelligences everyday.

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