Examining the Perspectives of Urban Elementary Teachers on the Incorporation of Multiple Intelligence into the Classroom

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N

113

Elementary School Students; Elementary School Teachers; Middle School Teachers; Teacher Attitudes; Student Attitudes; Urban Schools; Student Behavior; Multiple Intelligences

7906-2865

979-87-90628-65-8

The problem this qualitative case study addresses is the lower academic achievement of students in urban districts in the United States. In Baltimore City Schools, fewer than 20% of third to eighth grade students are on grade level, and over half of the students are below grade level. In addition, students may or may not appear connected or vested in the current Common Core curriculum, and students in an urban educational environment might or might not have a connection with the current curriculum because of lack of understanding. The student may have a possible disinterest in the curriculum and that can cause negative behavior in the classroom. Therefore, the purpose of this study is to examine teachers' perceptions of how MI can benefit students both academically and behaviorally in the elementary classroom setting. The teachers are the individuals that see the negative behaviors because the student does not understand the lessons. The current and retired educators in this study, who taught kindergarten to eighth grades, used MI strategies to teach students using the students' type of intelligence to help the student understand the lessons. The participants discussed how they used MI in the classroom to increase student academic data. The students' challenging behavior was controlled when teachers used MI incorporation in their lessons. Participants indicated that professional development was needed to implement MI. The MI inclusion kept students engaged and allowed participants to control challenging behaviors. The study participants believed MI helped students with career preparation. In the study the teachers state the use of MI in the urban classroom setting made student understanding of concepts in the curriculum increase. The inclusion of MI helped teachers in this study with leadership in the classroom and decreasing challenging behavior from students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As Provided

2024

ED642048