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A classroom preferences questionnaire based on the theory of multiple intelligences
Ouistine Chaille Rosemary Wray ams A questionnaire based on Gardner's Theory of Multiple Intelligences was developed and administered to forty-five second grade students in three different classrooms. Sections of the fifty-eight item questionnaire dealt with students' preferences for certain classroom activities, methods of learning, and modes of social interaction. Each student's responses were summarized to create an individual profile, indicating preference for linguistic, mathematical, and/doi:10.15760/etd.6304 fatcat:2aasrp2hsrdghasreudwconuoa