Gifted Students Teachers’ application of the Multiple Intelligences in the Classroom

Abstract

The current study aimed to identify the level of teachers of gifted students

practice for the multiple intelligences in the classroom as well as identifying

differences in class practices associated with this theory among the teachers

of gifted students according to the variables of sex of the teacher and the field

of specialization, and scientific qualifications.

The study sample consisted of (54) teachers from these schools: King

Abdullah II Award for Excellence in the governorates of Balqa, Zarqa and

Irbid. For the purposes of achieving the objectives of the study, the researchers

developed an estimating tool to measure the level of the practice of teachers

of gifted students for multiple intelligences in the classroom. It consisted of

(56) , items. The validity and reliability of the tool was examined and it was

found that they have acceptable degrees. The findings suggest that multiple

intelligences practice on the members of the study sample in descending

order starting with those with the most practice and the end of the least

practice are: intelligent logical- mathematical, and came in first, followed

by IQ sense- kinesthetic, and spatial, musical intelligence and linguistic

intelligence, followed by Intelligence profile, while the social intelligence in

the latter arrangement. The results showed superiority of females in after

intelligence language, and male superiority in the offline spatial, social. As

for the terms of the differences according to teachers’ specialization (human,

scientific) there were no significant differences.

As for the differences according to the educational qualification variable

(musical intelligence and social intelligence) for teachers with post graduate

degrees, the study concluded with a number of recommendations