Teacher Perceptions Regarding Traditional Instruction and the Theory of Multiple Intelligences: A Phenomenological Study
School of Education
Doctor of Education (EdD)
James L. Zabloski
Implementation Perspective Transformation Theory Teacher PerceptionTheory of Multiple Intelligences, Traditional Instruction, Transformational Learning Theory
Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology | Other Education
Harper Hogans, Darcel, "Teacher Perceptions Regarding Traditional Instruction and the Theory of Multiple Intelligences: A Phenomenological Study" (2017). Doctoral Dissertations and Projects. 1426.
The purpose of this transcendental phenomenological study was to investigate the lived experiences of 10 elementary teachers in Georgia classrooms who have implemented traditional instruction as well as the theory of multiple intelligences created by Gardner. The basic research question lies in teacher perspectives of teaching traditional instruction and then switching over to teach the theory of multiple intelligences. A qualitative approach was used with a transcendental phenomenological design to obtain data for this research study. This phenomenological study used interviews, focus groups, and journals to understand the thoughts and ideas from purposefully sampled, 10 full-time certified teachers from Myrtle Crisp Elementary on implementing both methods. The following research questions guided the study: How do teachers of elementary students describe their teaching experiences using the theory of MI after using traditional teaching experiences? How do teachers of elementary students decide whether or not to use the theory of MI? What benefits do participants identify regarding the use of the theory of MI in the classroom? The data analysis utilized Moustakas’ methodology in order to develop a thick description of the phenomena and the participants’ perceptions of the best teaching method.
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Other Education Commons