Using the multiple intelligences of the classroom in an integrated fashion expands student's range of interests and abilities and fosters creative approaches to learning. Using multiple student interests and intelligences is also helpful because it gives students a sense of empowerment when their strengths are deployed in a positive fashion.
This is especially important for students with strengths that are not always fully utilized in the current academic curriculum, like music, art, and interpersonal skills. Feeling as though their individual excellence is recognized can foster a life-long love of learning in other subject areas that require different cognitive strengths. Even students who excel in traditional academics can still benefit from more creative strategies of coping with assignments and challenges of learning. For example, when assigning more conventional, logical, verbal, and linear assignments, using open-ended questions rather than assigning tasks with clear right and wrong is helpful for students to learn…...

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Works Cited

Armstrong. Thomas. (1998). "Multiple intelligences." Retrieved 30 Aug 2007 at  http://thomasarmstrong.com/multiple_intelligences.htm 

Ching, Yang Shu & Lin Wen Chau. (2004, Mar). "The relationship among creative, critical thinking and thinking styles in Taiwan high school students." Journal of Instructional Psychology. Retrieved 30 Aug 2007 at  http://findarticles.com/p/articles/mi_m0FCG/is_1_31/ai_n6143324 

Ediger, Marlow (2006, Sept.) "Present day philosophies of education."

Journal of Instructional Psychology. Retrieved 30 Aug 2007 at  http://findarticles.com/p/articles/mi_m0FCG/is_3_33/ai_n17134809

teacher beliefs in contemporary science education goals and classroom practices. Fischer-Mueller, J. & Zeidler, D.L.
The participants in the study included nine science teachers at the Souhegan High School (SHS) in Amherst, New Hampshire. However, three "typical case" teachers chosen for the qualitative data analysis as they were willing to allow an observer in their classroom and participate in multiple interviews.

There are three major research questions being addressed: (1) What is the extent that the science teachers a SHS support the contemporary goals of science education? (2) What is a SHS science teacher's degree of conviction concerning their beliefs about particular goals? (3) How is a teacher's belief in contemporary goals translated or expressed by their actual classroom teaching?

The methodology included surveys and interviews (Contemporary Goals of Science Education Survey; Zeidler & Duffy, 1994) but for question three it is predominately qualitative in that it uses observation, coding of observations,…...

While popularly associated with the advent of web-based technologies, DE is not a new phenomenon (agusa et al. 2009, 679)." The author asserts that during the nineteenth century many universities had correspondence programs. These programs remained popular for many years because they were different from more conventional learning environments. At the current time, distance education is driven by the pace of technological change and such changes are occurring globally in a manner that is rapid and complex. There are currently more than 130 countries in which institutions of higher learning provide students with distance courses (agusa et al. 2009). These courses often have as a foundation new information and communication technologies. The author also explains that
"In Australia, DE has particularly been embraced, at institutional and policy levels, as a means of extending higher education to rural, isolated, and often structurally disadvantaged learners (little or no access to a reliable…...

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References

Bradley. Review of Australian Higher Education. Retrieved online from:  http://www.deewr.gov.au/HigherEducation/Review/Documents/PDF/Higher%20Education%20Review_one%20document_02.pdf 

Filan, G.L., & Seagren, A.T. (2003). Six critical issues for midlevel leadership in post-secondary settings. New Directions for Higher Education, (124), 21 -- 31.

Gray K. & RadloffA. (2010). Higher Education Research & Development

Vol. 29, No. 3, 291 -- 305

With Kim's help, I saw that I had a knack for helping people. I was able not just to be supportive of others, but I could really connect with people and help them. I also had a great knowledge of course planning for almost every major at UConn, because I liked to read through the course booklet and see what kinds of classes were out there and see the different majors and what the requisites were for each. Also, I realized that I often helped my friends with their course selections and major planning before they went to their own advisors. Therefore, I decided to major in Human Services, where my concentration was in academic advising.
Thus, in my own way, I was able to travel through each of the seven vectors identified by Chickering and elucidated by eisser, ultimately arriving at the final point: the development of purpose in…...

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References

Chickering, a.W. Education and Identity. San Francisco: Jossey-Bass, 1969.

Straub, C. And Roberts, R.F. "An Exploration of Chickering's Theory and Women's

Development." Journal of College Student Personnel, 1986, 27, pp. 216-224.

Reisser, L. "Revisiting the Seven Vectors." Journal of College Student Personnel, 1995, 36, pp.

It is important to recognize the many different areas within adult education, and what type of students these areas attract. Ultimately, for the adult education department to be successful, it must attract a wide variety of students, and keep at least some of those students coming back to continue their education in order to be successful. Adult education serves a vital role in the upper education system, and it serves a diverse amount of people, but in most institutions it also has to support itself if not turn a profit, and that is an important aspect to take into consideration. Therefore, classes must be viable to the institution, but to the student, as well, to keep attracting a wide variety of students into the program.
In addition, diverse students could form a major foundation of the program, and so, it pays to understand these diverse learners so administrators and teaching…...

Part of that includes instilling in students an intellectual curiosity, receptivity to learning through genuine understanding, and definitions of professional success that are motivated by positive aspirations rather than by overcompensation impulses triggered by negative assumptions, messages, or early experiences. In addition to ensuring basic literacy and computational skills required by adults in society, modern primary education must dedicate itself to producing graduates who have discovered their greatest intellectual abilities and developed a genuine interest in a specific academic and/or vocational application of those aptitudes and interests in a manner most conducive to their long-term fulfillment and (ideally) to their optimal benefit to their families and communities in adulthood.
Toward that end, modern education must adapt to the wealth of empirical evidence that traditional methodologies (such as passive lecture and rote memorization, in particular) are comparatively ineffective at achieving the highest goals of education in society. Specifically, as society becomes…...

S. is a worthwhile goal, but the No Child Left Behind Act of 2002 is a poorly conceived approach whose deficiencies may actually do more to undermine many aspects of education than any meaningful improvement inspired by its programs.
eferences

Caillier, J. (2007) No Child Left Behind Act: Are States on Target to Make Their

Goals?; Journal of Negro Education, Fall 2007 Issue. etrieved September 8, 2008, at http://findarticles.com/p/articles/mi_qa3626/is_200710/ai_n25139930/pg_10

Crawford, J. (2004) No Child Left Behind: Misguided Approach to School Accountability for English Language Learners. National Association for Bilingual Education. etrieved September 8, 2008, at http://www.nabe.org/documents/policy_legislation/NABE_on_NCLB.pdf

Darling-Hammond, L. (2004) NCLB Implementation Challenges: The Local Superintendent's View; Peabody Journal of Education, 80, 156-169.

Forgary, . (1997) Brain Compatible Classrooms. Andover, MA: Skylight Publishing.

Hendrie, C. (2002) Taking a Chance on Choice; Education Week, Oct 23, 2002. etrieved September 8, 2008, from www.edweek.org/ew/ewstory.cfm?slug=08choice.h22

Murray, C. (2006) Acid Tests: No Child Left Behind is Beyond Uninformative. It Is Deceptive; the Wall…...

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References

Caillier, J. (2007) No Child Left Behind Act: Are States on Target to Make Their

Goals?; Journal of Negro Education, Fall 2007 Issue. Retrieved September 8, 2008, at  http://findarticles.com/p/articles/mi_qa3626/is_200710/ai_n25139930/pg_10 

Crawford, J. (2004) No Child Left Behind: Misguided Approach to School Accountability for English Language Learners. National Association for Bilingual Education. Retrieved September 8, 2008, at http://www.nabe.org/documents/policy_legislation/NABE_on_NCLB.pdf

Darling-Hammond, L. (2004) NCLB Implementation Challenges: The Local Superintendent's View; Peabody Journal of Education, 80, 156-169.

Dr. Frank Pajares, writing in Reading and riting Quarterly (Pajares 2003), points out that in his view of Bandura's social learning theory, individuals are believed to possess "self-beliefs that enable them to exercise a measure of control over their thoughts, feelings, and actions."

As has been mentioned earlier in this paper, but put a slightly different way by Pajares ("Self-Efficacy Beliefs, Motivation, and Achievement in riting: A Review of the Literature") based on Bandura, behaviorists can better predict what individuals are capable of based on "their beliefs about their capabilities" than by what they are actually capable of accomplishing.

This aspect of self-efficacy carries over into a student's writing abilities; and a writer with a "strong sense of confidence" may excel while writing an essay because there will be less apprehension over the quality of what the writer is trying to express. The writer may have some doubts about whether the essay…...

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Works Cited

Brandon, Thomas H.; Herzog, Thaddeus a.; Irvin, Jennifer E.; & Gwaltney, Chad J. (2004).

Cognitive and social learning models of drug dependence; implications for the assessment of Tobacco dependence in adolescents. Addiction, 99(1), 51-77.

Center on English Learning and Achievement. (2002). Scaffolding Student Performance of New and Difficult Tasks. Retrieved March 10, 2007, at http://cela.albany.edu/newslet/fall02/scaffolding.htm.

Demant, Meagan S, & Yates, Gregory C.R. (2003). Primary Teachers' Attitudes Toward the Direct Instruction Construct. Educational Psychology, 23(5), 483-489.

It is now recognized that individuals learn in different ways -- they perceive and process information in various ways. The learning styles theory suggests that the way that children acquire information has more to do with whether the educational experience is slanted toward their specific style of learning than their intelligence.
The foundation of the learning styles methodology is based in the classification of psychological types. The research demonstrates that, due to heredity factors, upbringing, and present circumstantial demands, different students have an inclination to both perceive and process information differently. These different ways of learning consist of: 1) concrete or abstract perceivers, where concrete perceivers acquire information through direct experience of doing, sensing, and feeling, and abstract perceivers, instead accept new ideas through analyzing, observing and thinking; 2) active or reflective processors -- active processors understand a new experience by immediately utilizing new information, and reflective processors analyze an…...

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References

Bruner, J. (1973). Going Beyond the Information Given. New York: Norton.

Dewey, J. (1910) How We Think. Boston: Heath.

Dryden, G. And Vos, (1999) Jeannette. The Learning Revolution. Austin, TX: Jalmar

Gardner, Howard (1983) Frames of Mind: The theory of multiple intelligences, New York: Basic Books.

Finding out about other peoples and cultures, through technology, will be an essential part of education in the years to come.
Numerous aspects of the current educational system will need to be improved in future years. The focus must be on children's individual needs and abilities. Today, standardized tests and general requirements frequently restrict students' opportunities to learn. Many youngsters do not get the attention they need, or the enrichment they deserve. Teachers often lack the necessary resources to prepare children for the real world, or to deal with children's real world problems. "Teaching to the test" creates its own difficulties for the educator, leaving many unprepared for atypical classroom situations. Young people have difficulties at home, or in their personal lives, and educators do not have the training to deal with these potentially serious problems. Disruptive and violent behavior can lead to tragedy. Children do not receive sufficient ethical…...

Education - Classroom Management
Relationship etween the Use of ehavior Contracts and Student's Ability to Stay on Task

An Introduction to ehavioral Contracting

In dealing with children, there are cases when a teacher encounters a child who does not behave in a normal way as other children do. For instance, a child may show constant inattentiveness to learning, or may demonstrate irresponsiveness to discipline. A child with such disruptive behaviors oftentimes requires special attention and monitoring as part of a process of modifying an unpleasant behavior into an appropriate one. One strategy used to deal behavioral difficulties of a child is ehavioral Contracting. From Family Education Network (online), the following is a definition of behavioral contracting.

A behavioral contract is a written contract that specifies the child's behavioral obligations in meeting the terms of the contract and the teacher's (or parent's) obligations once the child has met his or her obligation (Family Education Network,…...

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Bibliography

Watson, Christopher. Behavior Modification, A Proactive Intervention for the Classroom.

2003. University of Minnesota. 28 November 2003.  http://ici2.umn.edu/preschoolbehavior/tip_sheets/behmod.htm 

Behavior Modification.

Gale Encyclopedia of Childhood & Adolescence. 28 November 2003.  http://www.findarticles.com/cf_0/g2602/0000/2602000079/p1/article.jhtml

Even if a student has low grades, if they want to attend college, they should have the opportunity. Many students do better in college because they are more interested in their courses and in learning, and so, even if they had lower grades in high school they should have the opportunity to attend college.
Higher education prepares the students for the "real" world of work and family, but it can make a true difference in a person's life, as well. Just two examples of many that exist are Oprah Winfrey and Barack Obama. Winfrey grew up poor, was shuttled between relatives, and was molested by members of her family when she was young. She managed to attend college, and it prepared her for her career in broadcasting, which began when she was 17. "She attended Tennessee State University, where she majored in Speech Communications and Performing Arts" (Editors). She began…...

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References

Archibald, Robert B., and David H. Feldman. "Explaining Increases in Higher Education Costs." Journal of Higher Education 79.3 (2008): 268+.

Clausen, Christopher. "The New Ivory Tower: America's Higher Education Complex Is a Behemoth of Mass Production. But What, Exactly, Is Coming off the Assembly Line? A Veteran Professor and Administrator Looks Inside the New Ivory Tower." The Wilson Quarterly Autumn 2006: 31+.

Editors. "Oprah Winfrey Biography." Academy of Achievement. 2009. 9 March 2009.  http://www.achievement.org/autodoc/page/win0bio-1 .

Education Literature eview
Whenever the disturbing news of yet another school shooting shatters the adolescence of innocent teenagers, the national media, concerned parents and strained educators alike once again focus their collective attention on the epidemic of bullying which is crippling American schools. In the wake of the Columbine High School massacre which claimed 13 lives and the 2007 Virginia Tech shootings that killed 32 students and faculty, recent tragedies like that which occurred at Sandy Hook elementary bring the consequences of rampant bullying in schools back to the forefront of the national consciousness. Although the loss of life associated with these terrible incidents, and the erosion of self-confidence that results from unchecked bullying, are tragedies that cause society to collectively mourn, it is possible that the diminished safety of our nation's schools has also reduced the ability of modern students to achieve academic excellence. While a causal link between the…...

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References

Cuero, K.K., & Crim, C.L. (2008). You Wish It Could Speak for Itself. Issues in Teacher

Education, 17, 117-140. Retrieved from www.eric.edu.gov.

Eipstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, R. (2008). Reducing Behavior

Problems in the Elementary School Classroom. IES Practice Guide. What Works

The therapist will read the passage aloud to Jonathan, and ask him comprehension questions orally. This process will be repeated during Week 3. Week 3 will also feature a passage and comprehension questions. This time, however, Jonathan will be asked to read the passage aloud to the therapist and answer the subsequent comprehension questions. This week will include a writing exercise, with fairly simple instructions that relate to Jonathan's passion for athletics.

During Week 4, the complexity level of the reading will be increased to Level 2, with writing instruction still remaining fairly simple. Jonathan will also be asked to learn a number of similar word pairs for a brief spelling test. For Week 5, both reading and writing will be presented at a Level 2 complexity level. This will continue up to Week 8, when the sessions will finish. During the subsequent week, the post-tests will be administered to determine…...

Education
As the educational system continues to come unde inceasing amounts of scutiny, the teache is ultimately at the fulcum of pessue. They ae equied to digest new educational theoy and sot out the wheat fom the chaff. They ae asked to manage inceasing levels of divesity in the classoom, and students who come to class acoss a widening spectum of pepaedness. At the same time, they ae expected to be a students fiend, motivato, and at times suogate paent. Technological advances in the maketplace have made it necessay fo teaches to adapt to inceasing amounts of technology in the classoom. All of these issues ae coming at a time when fedeal mandates in the No Child Left Behind act ae demanding impoved pefomance, in some cased damatically impoved pefomance.

In light of the inceased levels of demands placed on teaches and the continuing decline of academic pefomance, it is no wonde…...

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references for ways and means of communicating and sharing information

The pedagogy takes into account the e-learning styles of different students, 4) Learners have no option other than to "hack" their way through a lesson, picking up tips and tricks as they stumble across them The pedagogy encourages the development of team communication skills, in order to reduce information overload, and leverage team learning and improve group practices and performance.

Adapted from C. Willet (2002) "eRoom for Power Users, http://www.akgroup.com/solutions/eRoom_powerusers.pdf

Part Seven: Miscellaneous.

The final section of this book contain a collection of essays that address larger cultural issues in the framework of the classroom. Equality in races, between black, white, Hispanic, and others is still a hotly debated topic. Some want to measure equality by equality of outcome. However, in an increasing diverse culture, this measuring stick often does not contain the correct units to make a valid evaluation. Schools cannot guarantee equality of outcome between students, because the outcome is a function of the input the student applies. The equality of opportunity is the cry which must be heard in educational institutions. Whether a student is male of female, white or colored, upper middle class or urban poor, schools need to provide equal access, and equal opportunity. The results, ultimately, are up to the child to take advantage of the opportunity, and become an educated person.