title: Implementing the theory of multiple intelligences in the junior secondary school

authors: Scapens, Mennie (Mary-Ann)

subjects: theory of multiple intelligences

abstract: First published in 1983, the theory of multiple intelligences (Gardner, 1983) struck a chord with thousands of educators across the world, providing a philosophical and structural framework that helped them make sense of and cater for the vast range of individual difference they encountered daily in their classrooms. However, while MI theory has found a ready audience amongst early childhood and primary school educators, and has been associated with a wide range of positive outcomes across a variety of educational settings, it continues to have little impact on secondary school practice.
The aim of this qualitative action research project was to establish a collaborative research group of four junior secondary school teachers, who were interested in exploring MI theory and its implications for learning and teaching. In documenting their experiences, the project aimed to find out whether an MI-based programme was feasible in a junior secondary school context, and to identify the difficulties and barriers that impeded the participating teachers' endeavours to implement MI in their classrooms.
The following research questions provided the focus for the project:
1. Can an MI-based approach to teaching and learning be successfully implemented in a junior secondary school programme?
2. What are the issues that secondary school teachers face when implementing MI into their classroom programmes?
3. What are the best ways to address these issues?
iii
A multiple case study approach provided an effective means of illustrating the individual complexity of teachers' situations, as they interacted with their students, the curriculum, their colleagues and their school environment, and was also flexible enough to accommodate the open-ended and evolving nature of the investigation.
The following outcomes for teachers as a result of the MI project were noted:
(a) Increased awareness and understanding of student diversity.
(b) Extended teaching practice and enhanced teacher creativity.
(c) Improved planning framework.
(d) Teachers' beliefs about learning and intelligence were affirmed and extended.
(e) Teachers experienced improved confidence in their abilities as teachers.
(f) The emergence of a cohesive student-centred curriculum.
(g) Improved collegiality.
As a result of the project, many barriers to implementing MI theory into junior secondary school classrooms were identified, under the following categories:
(a) Barriers relating to teacher culture
(b) Barriers relating to management requirements
(c) Barriers relating to time
(d) Barriers relating to personnel
(e) Barriers relating to external pressures on the school
The outcomes of this project confirm findings in the research literature, which suggest that MI theory can provide a valuable philosophical and structural
iv
framework that helps teachers develop a greater awareness of student diversity and enhanced teaching practice, as well as the understanding that a uniform approach to teaching and learning meets the needs of too few. However, a number of entrenched structural and cultural barriers characteristic of the secondary school context were also identified, which suggest that the adoption of MI-based teaching practices on a wider scale is unlikely without an in-depth school-wide professional development initiative.

text: Implementing the theory of multiple intelligences in the junior secondary school First published in 1983, the theory of multiple intelligences (Gardner, 1983) struck a chord with thousands of educators across the world, providing a philosophical and structural framework that helped them make sense of and cater for the vast range of individual difference they encountered daily in their classrooms. However, while MI theory has found a ready audience amongst early childhood and primary school educators, and has been associated with a wide range of positive outcomes across a variety of educational settings, it continues to have little impact on secondary school practice.
The aim of this qualitative action research project was to establish a collaborative research group of four junior secondary school teachers, who were interested in exploring MI theory and its implications for learning and teaching. In documenting their experiences, the project aimed to find out whether an MI-based programme was feasible in a junior secondary school context, and to identify the difficulties and barriers that impeded the participating teachers' endeavours to implement MI in their classrooms.
The following research questions provided the focus for the project:
1. Can an MI-based approach to teaching and learning be successfully implemented in a junior secondary school programme?
2. What are the issues that secondary school teachers face when implementing MI into their classroom programmes?
3. What are the best ways to address these issues?
iii
A multiple case study approach provided an effective means of illustrating the individual complexity of teachers' situations, as they interacted with their students, the curriculum, their colleagues and their school environment, and was also flexible enough to accommodate the open-ended and evolving nature of the investigation.
The following outcomes for teachers as a result of the MI project were noted:
(a) Increased awareness and understanding of student diversity.
(b) Extended teaching practice and enhanced teacher creativity.
(c) Improved planning framework.
(d) Teachers' beliefs about learning and intelligence were affirmed and extended.
(e) Teachers experienced improved confidence in their abilities as teachers.
(f) The emergence of a cohesive student-centred curriculum.
(g) Improved collegiality.
As a result of the project, many barriers to implementing MI theory into junior secondary school classrooms were identified, under the following categories:
(a) Barriers relating to teacher culture
(b) Barriers relating to management requirements
(c) Barriers relating to time
(d) Barriers relating to personnel
(e) Barriers relating to external pressures on the school
The outcomes of this project confirm findings in the research literature, which suggest that MI theory can provide a valuable philosophical and structural
iv
framework that helps teachers develop a greater awareness of student diversity and enhanced teaching practice, as well as the understanding that a uniform approach to teaching and learning meets the needs of too few. However, a number of entrenched structural and cultural barriers characteristic of the secondary school context were also identified, which suggest that the adoption of MI-based teaching practices on a wider scale is unlikely without an in-depth school-wide professional development initiative.

year: 2007

title: Development of mechatronic dibbling machine for improving the quality of forestry seedlings

authors: Duke, Mike

subjects: forestry

abstract: A forestry nursery in Tokoroa, New Zealand grows approximately 3 million Radiata pine seedlings per annum of which about 65% (2 million) are of suitable quality for forestry plantations. The high rejection rate of 35% was attributed to poorly trained, seasonal workers and unsophisticated equipment. It was estimated that about 22% of seedling rejection (approximately 220,000 per year) was due to poorly dibbled holes that caused bends in the stems. The bends occurred when planters pinched the stems of the seedlings in an attempt to make them vertical. A research and development project was undertaken to develop a mechatronic dibbling machine that could produce vertical holes of specified depth. The machine also had to produce 120,000 holes per day and be flexible with regard to spacing and size. The completed mechatronic dibbling machine was tested at the Tokoroa nursery and produced 98% of the holes at the required angle and 100% of useable depth. Harvesting, the following season, showed that the unwanted stem bends had been eliminated with a subsequent reduction in rejects. Furthermore, it was found that worker productivity increased by approximately 10% as they did not have to spend time setting seedlings vertically.

text: Development of mechatronic dibbling machine for improving the quality of forestry seedlings A forestry nursery in Tokoroa, New Zealand grows approximately 3 million Radiata pine seedlings per annum of which about 65% (2 million) are of suitable quality for forestry plantations. The high rejection rate of 35% was attributed to poorly trained, seasonal workers and unsophisticated equipment. It was estimated that about 22% of seedling rejection (approximately 220,000 per year) was due to poorly dibbled holes that caused bends in the stems. The bends occurred when planters pinched the stems of the seedlings in an attempt to make them vertical. A research and development project was undertaken to develop a mechatronic dibbling machine that could produce vertical holes of specified depth. The machine also had to produce 120,000 holes per day and be flexible with regard to spacing and size. The completed mechatronic dibbling machine was tested at the Tokoroa nursery and produced 98% of the holes at the required angle and 100% of useable depth. Harvesting, the following season, showed that the unwanted stem bends had been eliminated with a subsequent reduction in rejects. Furthermore, it was found that worker productivity increased by approximately 10% as they did not have to spend time setting seedlings vertically.

year: 2016

title: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms

authors: Eley, Elizabeth Martha Ann

subjects: micro-interactions

abstract: New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

text: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

year: 2020