Teacher and Parent Perceptions of Children's Multiple Intelligences

• Other Authors: Hessell, Sherelle (authoraut)
• Format: Others
• Language: English; English
• Published: Florida State University
• Subjects: Social sciences; Social service
• Online Access: http://purl.flvc.org/fsu/fd/FSU_migr_etd-4070

A comparative study of teacher and parent perceptions of first grade children's multiple intelligences was conducted. In addition, race/ethnic origin and gender differences were examined. The sample consisted of three classrooms, each from different public charter schools in Tallahassee, Florida. Three teachers and 40 parents were asked to complete the Multiple Intelligences Developmental Assessment Scale (MIDAS)-KIDS, "My Young Child" (MYC) to assess their children's multiple intelligences. Twenty-eight of the children's were female, 12 were male. Twenty-six children were Caucasian, 6 African American, 4 East Indian, 2 Hispanic, and 2 Asian. Children's ages ranged from 6 to 7 years old. Parent perceptions of children's mathematical and natural intelligences were significantly higher than teacher perceptions. Gender contributed significantly to teacher and parent perceptions of girls' greater spatial, interpersonal, and intrapersonal intelligences. Race also contributed significantly to teacher and parent perceptions of children of color's greater mathematical and linguistic intelligences. === A Thesis submitted to the Department of Family and Child Sciences in partial fulfillment of the requirements for the degree of Master of Science. === Spring Semester, 2005. === December 9, 2004. === Multiple Intelligence, Teacher, Parent, Perceptions === Includes bibliographical references. === Christine Readdick, Professor Directing Thesis; Victoria Maria-MacDonald, Outside Committee Member; Ronald Mullis, Committee Member.