The right tool for the job? Use of the multiple intelligences and Bloom's taxonomy grid

Galitis, Ingrid 2007, The right tool for the job? Use of the multiple intelligences and Bloom's taxonomy grid, Australasian journal of gifted education, vol. 16, no. 1, pp. 12-19.

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Title The right tool for the job? Use of the multiple intelligences and Bloom's taxonomy grid
Author(s) Galitis, Ingrid
Journal name Australasian journal of gifted education
Volume number 16
Issue number 1
Start page 12
End page 19
Publisher Alphaset
Place of publication Sydney, N.S.W.
Publication date 2007
ISSN 1323-9686
Keyword(s) professional development
teacher improvement
teacher attitudes
teacher beliefs
Blooms taxonomy
multiple intelligences
primary school teachers
Summary This article explores the tacit understanding of teachers in the field of gifted educational practices after their participation in gifted education professional development. The data for this article are drawn from a single-case qualitative study where semi-structured interviews were held with teachers, administrators and support staff in a metropolitan Victorian primary school. The findings lead to two main arguments: first, that some teachers preserved their deeply entrenched beliefs and assumptions about the gifted, the talented and intelligence[s]; and second, that teachers, without critical examination, eagerly adopted and adapted Gardner's Multiple Intelligences theory, overlaid with Bloom's Revised Taxonomy of Thinking as a means for addressing individual differences in the classroom. The article argues that teachers welcomed the Gardner/Bloom matrix for its 'tick-the-box' simplicity, with little insight into the theoretical models. Whilst the matrix had an immediate value in the mixed ability classrooms, in the long term it did not support the learning needs of gifted students. [Author abstract]
Language eng
Field of Research 130303 Education Assessment and Evaluation
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2007, Alphaset
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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