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Egyptian Teachers Perspectives on the use of multiple intelligence theory in their educational and cultural context

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dc.contributor.advisor Haley, Marjorie H.
dc.contributor.advisor Nasser, Ilham
dc.contributor.author El-Bilawi, Nora H.
dc.creator El-Bilawi, Nora H.
dc.date 2013-03-01
dc.date.accessioned 2013-08-01T20:58:47Z
dc.date.available 2013-08-01T20:58:47Z
dc.date.issued 2013-08-01
dc.identifier.uri https://hdl.handle.net/1920/8164
dc.description.abstract In this dissertation research I explored Egyptian English as a Foreign Language (EFL) teachers' perspectives on the implementation of Gardner's (1999) multiple intelligences (MI) theory in private language schools at the primary level. Teachers' perspectives were studied within the frame of the educational reform that the Egyptian Ministry of Education (MOE) proposed in its National Strategic Plan of 2007 in which MI was included. Through my cultural approach, I assumed that the Egyptian culture might have an influence on Egyptian teachers' views and practices of MI. As a constructivist, I viewed teachers as creators of their own educational realities through their daily life and in their teaching pedagogies. The goal of this research was to discover if there were challenges and/or opportunities to implementing MI in Egyptian private schools and in EFL. I found that Egyptian EFL teachers value the use of MI in their lessons to create more active learning environments. However, teachers believe they lack the complete knowledge and tools to integrate MI in their daily lessons due to lack of training. They also expressed concerns about the challenges they face as a result of the schooling culture and system within the Egyptian context that put teachers as the only center of change. I propose the need for a paradigm shift to implement practical changes toward educational reform in Egypt. This study may advocate for changes to the way educational leaders apply MI cross culturally.
dc.language.iso en_US en_US
dc.rights Copyright 2013 Nora H. El-Bilawi en_US
dc.subject Bilingual education en_US
dc.subject Curriculum development en_US
dc.subject centralized education en_US
dc.subject educational reform en_US
dc.subject multiple intelligences en_US
dc.subject professional development en_US
dc.subject schooling culture en_US
dc.subject teachers perspectives en_US
dc.title Egyptian Teachers Perspectives on the use of multiple intelligence theory in their educational and cultural context en_US
dc.type Dissertation en
thesis.degree.name PhD in Education en_US
thesis.degree.level Doctoral en
thesis.degree.discipline Education en
thesis.degree.grantor George Mason University en


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