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Article
Maria Montessori, Howard Gardner e as inteligências múltiplas [Maria Montessori, Howard Gardner and multiple intelligences]
Publication: Revista OMB: revista da organização Montessori do Brasil, no. 2
Date: 1999
Pages: 6-7
Howard Gardner - Biographic sources, Howard Gardner - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Multiple intelligences
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Language: Portuguese
Article
Multiple Intelligences Put Into Practice
Publication: The National Montessori Reporter, vol. 23, no. 3
Date: 1999
Pages: 3–5
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Language: English
Article
A Montessorian Reviews "Multiple Intelligences: Enhancing Montesssori Practice" [conference November 1995]
Publication: Forza Vitale!, vol. 15, no. 2
Date: 1996
Pages: 16–19
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Language: English
Article
Montessori and Gardner's Theory of Multiple Intelligences
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 1
Date: Winter 2003
Pages: 40-43
Inclusive education, Maria Montessori - Philosophy, Multiple intelligences
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Language: English
ISSN: 1054-0040
Article
Multiple Intelligences
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 9, no. 1
Date: Fall 1996
Pages: 1
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Language: English
ISSN: 1071-6246
Article
Multiple Intelligences: Readers Respond
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 9, no. 2
Date: Winter 1997
Pages: 22
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Abstract/Notes: Letters to the editor
Language: English
ISSN: 1071-6246
Article
Differences of Multiple Intelligences by Early Childhood Programs / 주제중심 프로그램, 몬테소리 프로그램, 생태 프로그램의 특성에 따른 유아의 다중지능 차이
Available from: RISS
Publication: 아동교육 [The Korean Journal of Child Education], vol. 17, no. 1
Date: 2008
Pages: 241-254
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Language: Korean
ISSN: 1226-2722
Doctoral Dissertation
A Single-Subject Multiple Baseline and Feminist Intertextual Deconstruction of Gender Differences Among Kindergartners in Learning the Alphabet Using Clay and a Tactual/Kinesthetic Multiple Intelligence and Montessori Pedagogy
Available from: Texas Tech University
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Abstract/Notes: This multimethod study involved quantitative procedures to measure to what extent a tactual/kinesthetic art approach using clay would help low achieving or developmentally delayed kindergarten students learn the alphabet (a pre-reading skill). Data collected at each session ranged from twenty to twenty-five meetings per child over a period of ten weeks occurred within a single subject, multiple baseline design. Qualitative data collection and analysis revealed differences in participants' reactions to, preferences for, and processes with clay such as expressing their lives, dreams, stories, beliefs, and fears. Analysis of social interactions, student self-initiated practices, and variations of the interventions (i.e., clay play personifying letters, ABC book, songs, associations, images on cards, and artworks) suggested that gender differences occurred more strongly when clothing differentiated gender, and in the types of stories told, but not in the clay processes initiated. I began the study with 18 participants, selected by their teachers, using the criterion that the student could not identify more than 17 alphabet letters. The findings are based on the 10 remaining students who were not able to name more than 17 letters after five baseline sessions. The baseline sessions consisted of recording students' recognition of lower-case alphabet letters. If a child did not recognize a letter, I implemented the tactual/kinesthetic clay instruction, a multiple intelligences pedagogical approach influenced by Montessori methods. The intervention of forming with clay was implemented at staggered times across groups of letters (three letters at a time) for each participant. The participant's recognition of the distinctive features of a letter demonstrated progress in learning a new letter. An intervention of a tactual/kinesthetic art approach using clay did improve all of the participant's abilities to recognize, learn, and remember letters. The findings support the theory that kinesthetic/tactile perception is a primary channel for early learning. In spite of the apparent importance of kinesthetic methods, multisensory learning, and manipulative materials, few programs that incorporate kinesthetic/tactile pedagogy. Interdisciplinary arts-based teaching addresses the multiple intelligences of individual children and their different learning styles.
Language: English
Published: Lubbock, Texas, 2002
Article
The Personal Intelligences: Linking Gardner to Montessori
Publication: NAMTA Journal, vol. 21, no. 2
Date: 1996
Pages: 64-78
North American Montessori Teachers' Association (NAMTA) - Periodicals, Silvia C. Dubovoy - Writings
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Abstract/Notes: Emphasizes the intrinsic unity of all the intelligences as well as the inseparable nature of the interpersonal and intrapersonal. Emphasizes the theories of both Gardner and Montessori as a whole, and looks at common features in intelligence profiles and educational environments described by both. (MOK)
Language: English
ISSN: 1522-9734
Article
Movement, Music, and Learning: The Musical and Bodily/Kinesthetic Intelligences
Publication: NAMTA Journal, vol. 21, no. 2
Date: 1996
Pages: 80-96
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Explores kinesthetic and musical intelligences. Emphasizes the importance of understanding the physical reality of the body and sensory receptors as well as the dimensions of feeling and expression. Summarizes Tomatis's interpretation of the auditory and vestibular functions of the ear. Conveys the community and spiritual values of music, dance, ritual, and celebration. (MOK)
Language: English
ISSN: 1522-9734