Abstract

Language development in typically developing children has a very predictable pattern beginning with crying, cooing, babbling, and gestures along with the recognition of spoken words, comprehension of spoken words, and then one word utterances. This predictable pattern breaks down for children with language disorders. This article will discuss Skinner’s verbal behavior theory and will provide the techniques need to teach children to repeat, request, label, and respond with novel responses in a conversational method by providing the reader with step by step instructions for successful implementation.

Abstract

Implementing a qualitative case study, the researcher explored how a sixth-grade English language learner participated in literature discussions of various groupings in a classroom setting, and how she perceived these interactions about reading and text in the process of learning to read. The participant was struggling with reading in a sixth-grade classroom at a US urban Christian school. This study’s data set included detailed field notes from the reading sessions in the classroom throughout a semester, transcripts of a three-tier series of interviews with the participant, and various documents including the participant’s portfolios.

The findings from this research study indicated that the participant did not have many social interactions associated with reading and text in her previous school learning experiences. Among the different types of social interactions in class, homogeneous grouping most encouraged her participation in discussion, and Literature Circles proved to be a very effective teaching approach for her. The social interactions about reading and text in class helped the participant better understand and remember the text. They also impacted her experiences with reading, more specifically, her view of reading, the frequency and breadth of her reading, her views of self as reader, and her reading process.

Abstract

With his theory of multiple intelligences, Howard Gardner challenged the presumption that intelligence is a single innate entity.  He maintained that multiple intelligences exist and are related to specific brain areas and symbol systems. Each of the intelligences has its merits and limits, but by using a multiple intelligences approach, more children will likely find their place in society. Assessing and identifying multiple intelligences in individuals has been difficult with some efforts psychometrically challenged. The present investigators argue that individual intelligence tests have subtests that could actually assist in identifying at least some of the individual’s multiple intelligences.

Abstract

Moral Education (ME) in Malaysia has undergone numerous changes and face lifts but still there are complaints about the subject and the latest was how students themselves voiced their opinions that ME is of no use to them. However due to policy and the fact that the subject complements Islamic Studies confirms that the subject is going to be in existence. To date, the Moral Education syllabus has been revised once in Malaysia, in the year 2000, but it lacks attention to a student perceptive when being redesigned or evaluated. This paper looks into alternatives of teaching ME using real-life moral dilemmas and how the use of Vygotsky’s principle on Zone of Proximal Development (ZPD) encourages peer collaboration in adolescents in resolving their real-life moral dilemmas. By applying Vygotsky’s Zone of Proximal Development (ZPD), the paper aims to include the perception of students facilitated by adults and peers to open up an alternative dimension in the teaching and learning of the subject. Vygotsky’s approach of using the notion of the Zone of Proximal Development (ZPD) is utilized with adjustment and adaptations to the sociocultural setting in Malaysia.

Abstract

In classrooms, students differ in terms of their academic progress.  Most of them achieve high and at the same time some of the students have some learning problems.  One of the major reasons for learning problems is learning disabilities. Learning disabilities refers to a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non verbal information. The problem of learning disability is growing severely among the school children. The educationist, professionals and psychologists suggest some principles and methods to reduce the rate of learning disabled students. Most of them opined that, the alternative teaching and learning methods are the only means to reduce the learning disability. In view of this different methods of teaching and learning have been recommended for learning disabled. However, the drawback is that these methods deviate from the traditional set up of classroom where the students with learning disabilities are treated separately. Multiple Intelligences provides multiple ways to learn. Hence in the present article, the authors feel that Multiple Intelligence activity based teaching and learning may overcome this drawback and it will be one of the best alternative means for learning disabled in the traditional classroom itself.

Abstract

Studies that have used noninvasive brain imaging techniques to record neocortical activity while individuals were performing cognitive intelligence tests (traditional intelligence) and social intelligence tests were reviewed.  In cognitive intelligence tests 16 neocortical areas were active, whereas in social intelligence 10 areas were active.  These results suggest that, at least for tasks reviewed in the present study, more neocortical activity was required for performance of cognitive intelligence tests than social intelligence tests.  There was considerable overlap in the areas which were activated in cognitive and social intelligence, suggesting that both types of intelligence may rely on neural processing in similar cortical areas.  Processes which may be comparable in cognitive and social intelligence include short-term memory, long-term memory, response inhibition, sustained attention, and perceptual speed and accuracy.  Implications of the findings were considered in terms of validation of multiple intelligence and future directions in education.

Abstract

Is the world “flat” or is the world “spiky”? Although leading authors and thinkers (Florida, 2005; Friedman, 2006) struggle to find the perfect metaphor for describing our 21st century global ecosystem, there is agreement that the landscape is shifting.  There is overwhelming agreement that our current education system was designed and continues to operate on an antiquated industrial model. To meet efficiencies, instruction is produced for batch delivery.  This mass-delivery method inevitably will emphasize one learning style (i.e., visual, auditory) and be taught through the lenses of one intelligence (i.e., logical mathematical).  This causes failure-to-strive syndrome in many students as the ecosystem fails to provide them the proper support that nurtures and rewards their individual learning needs.  (Beilke & Peoples, 1997; Brown & Adler, 2008; Gardner, 2007; Pink, 2006; Robinson, 2001).

Emerging technologies (Web 2.0) have the potential to deliver learning that is highly customized to individual interests and intelligences (Christensen, Horn, & Johnson, 2008).  This paper reports on a content analysis of website descriptions of the top 100 Web 2.0 learning tools as identified by the Center for Learning and Performance Technologies.  Emergent themes are reported and deductive coding -- based on Howard Gardner’s seven intelligences -- is used to refine thematic information.

Abstract

To validate the “power of language” theory, the authors set out to ascertain whether there is any relationship between dialect (language) and intelligence rating.  This study suggests that language is a barometer by which people measure one’s intelligence and education.  The study further suggests that nonstandard English may influence the perception that the individual is not intelligent.  The American public favors people who use standard English and tends to discredit those who use nonstandard English.

Abstract

The main purpose of the paper was to find out the emotional intelligence of the students of faculty of education of the Islamia University of Bahawalpur. In order to get the desire end Wong &Law emotional intelligence scale (WLIS) was used after some amendments according to culture and environment, the scale was pilot tested and the reliability of the scale was 0.808 (Cronbach’s Alpha). There are six departments in faculty of education, 300 students of master level, 50 each from each department was considered as sample of the study. After getting the data the data was tabulated and analyzed by using (SPSS XII) in terms of mean, independent sample t-test and one way ANOVA. The study reveals that there is no significant difference between the scores of male and female students. The students from Geography department having the highest score and the students from Psychology department having the lowest score. The score of the Geography department is significantly better than the scores of Psychology department and Social work department, while there is no significant difference among other departments. There is no significant difference between the scores of science graduates and arts graduates on WLIS.The students having the age group 27-29 years having the highest score, while the students having the age group of 20-23 years having the lowest score and there is no significant difference among the students on variable of age. The study shows that age is directly proportional to the scores on WLIS. The study leads to several conclusions and recommendations.

Abstract

Multiple Intelligences are a new educational theory proposed by Howard Gardner in 1983. Multiple intelligences describe an array of different kinds of intelligences exhibited by human beings. This theory consists of verbal-linguistic, logical and mathematics, visual and spatial, bodily kinesthetic, musical-rhythmic, intrapersonal, interpersonal, natural and existentialist intelligences. According to Gardner, each individual manifests varying levels of these different intelligences, and thus each person has a unique cognitive profile. Recently, there are numerous researches are being conducted in the area of multiple intelligences.  The present study was carried out to find out the difference in multiple intelligences between male and female and between different age groups among school students by employing survey method. The data were collected using Multiple Intelligences Inventory from 463 school students from seven different schools in and around of Coimbatore, out of which 224 are girls and 239 are boys. The collected data were scrutinized and analyzed with the help of SPSS and statistical techniques like central tendency and independent sample t-test were worked out for meaningful findings and conclusion. Finally the study concludes that the variables age and sex of the selected school students does make significant difference but except some core intelligences.