| The purpose of this study was to describe classroom teachers' awareness of Gardner's (1983a) theory of multiple intelligences, their use of the knowledge of these theories in their classrooms, and relation to the instructional environment. The study focuses on teachers' infusion of multiple intelligences theory into their classroom practices. This case study uses quantitative research methodology to analyze data collected through the use of a researcher designed survey instrument. The questionnaire examined teacher demographics, role and responsibility for implementing multiple intelligences theory, and classroom environment. Classroom observation and document analysis were also utilized to verify the accuracy of the survey responses, but were not analyzed as part of the actual study.;A total of 460 classroom teachers in a western Kentucky school district were invited to participate in the study. Two hundred ninety-nine participants responded for a response rate of 65%. Records analysis provided insight into the overall academic achievement of each school. Review of KIRIS scores provided some information regarding a possible relationship between the classroom implementation of Gardner's theory of multiple intelligences and a school's KIRIS status. (KIRIS status is not a dependent variable in this study; rather aggregate student scores at school level are used in a broader sense as part of the overall contextual setting. As such they are utilized only as one of the control variables.) Classroom observations were conducted with a purposeful sample of the study participants from each of the sixteen schools, and were conducted in order to observe teachers in their natural setting. Information gathered through records analysis and classroom observation were not used directly in this study; rather the data were solely used to check for discrepancies between teacher perception and actual school data.;The analysis of the data revealed themes in five areas: teacher role and responsibility, teacher demographic factors, school demographic factors, classroom practices, and classroom environment. These areas reflect issues surrounding teachers' infusion of Gardner's (1983a) multiple intelligences theory into their classroom practices. Fullan's (1991) Educational Change Model was cited in the study as a possible means of facilitating teacher change. |
