Preservice Teachers Book Choices: Does Dominant Intelligence Influence SelectionReport as inadecuate

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This study investigated the relationship between preservice teachers' dominant intelligence(s) and picture book preferences. Participants completed the quiz, Where Does Your True Intelligence Lie? to determine their dominant intelligence(s). They also reviewed and ranked 21 picture books, chosen to represent each of the seven intelligences, according to personal preference. Participants provided a written explanation for their first and last choices. Completed instruments were individually analyzed to identify relationships between intelligences and book choices. Musical-rhythmic intelligence was the most prevalent among this group, though book titles representing this intelligence were not among the most popular. The two books that were overwhelmingly favored by participants represented interpersonal intelligence. Beyond universal commonalities in first and last choices, there were only minimal similarities among the book choices of participants with the same dominant intelligence. Dominant intelligence did not have as much influence on book choice as did prior personal experiences with the book. The predominant factor influencing participants' selection of a favorite book was pleasant childhood memories associated with reading it. Visual appeal and familiarity with the book or the author also prompted early selection. Two appendixes present the list of book choices and participants' first and last book choices. (SM)

Descriptors: Childrens Literature, Cognitive Style, Decision Making, Elementary Secondary Education, Higher Education, Multiple Intelligences, Picture Books, Preservice Teacher Education, Prior Learning, Student Experience, Student Teachers

Author: Frederick, Lynda; Giles, Rebecca McMahon


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