This paper addresses many theories of learning and human development which are very similar with regards as to how they suggest learning occurs. The differences in most of the theories exist in how they treat the development of the learner compared to methods of teaching. Most of the major learning theories taught to educators today are based on…

Howard Gardner's multiple intelligences theory has exciting implications for planning new curricula, especially for children with dyslexia. These children have been "educated" in a system that has failed them. Gardner's theory allows an open-ended approach to assessing dyslexic children's intelligence. Understanding the eight…

The majority of students with learning disabilities have difficulties with social relationships. In this article, three key skill areas in social-emotional learning are identified as the main source of these difficulties: recognizing emotions in self and others, regulating and managing strong emotions (positive and negative), and recognizing…

Howard Gardner and Jerome Bruner have given much to teachers who want to know how the minds of children grow. This story of a girl's construction of higher order, verbal linguistic intelligence is also theirs. Ideas they created have been cloned to fit a big city, public school classroom of African American 4th graders, each with a set of multiple…

A seventh-grade teacher compared three current delivery systems associated with learning style and multiple intelligences: Beatrice McCarthy's "4MAT," Kathleen Butler's "The Learner's Dimension," and Carolyn Mamchur's "Cognitive Type Theory and Learning Style." All have distinct advantages and disadvantages. Gardner's…

This action research project implemented and evaluated an intervention for improving student engagement in the learning process. The targeted population consisted of first, third, and fifth grade students in a small, traditional, middle class community, located in central Illinois. Evidence of non-engaged behaviors were documented from teacher…

This action research project implemented and evaluated an intervention program to reduce disruptive behavior interfering with students' academic growth. The targeted population consisted of students in four primary classrooms in a large urban center in central Illinois. The problem of disruptive behavior was documented by means of a behavior…