How children living in poor areas of Dar Es Salaam, Tanzania perceive their own multiple intelligences

Dixon, Pauline; Humble, Steve; Chan, David

doi:10.1080/03054985.2016.1159955

Cited by 11 publications

(9 citation statements)

References 51 publications

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“…Only five articles were found related to gifted and prosocial education. Among these articles were Dixon et al (2016) who studied children living in low-income areas of Dar Es Salaam, Tanzania to investigate the structural representation of the self-perceived multiple intelligences in relation to their culture and school experiences. The findings indicated that children’s perceptions of their multiple intelligences were strongly related to their cultural and school experiences consistent with the available research and theories regarding the nature of intelligence (Ambrose et al, 2010; Dai & Chen, 2013; Ngara, 2017; Ngara & Porath, 2004, 2007; Renzulli, 2005; Sternberg, 2007).…”

Section: The State Of Gifted Education In Tanzaniamentioning

confidence: 99%

“…Indeed, the voices of gifted children are nowhere represented regarding their inclusion or exclusion in education provisions in Tanzania. Only a few studies (Dixon et al, 2016; Humble et al, 2018; Possi, 2003, 2007) are related to gifted education in the Tanzania context. The paucity of literature in this area does not mean that gifted and talented learners do not experience challenges in their everyday schooling; nor does it imply that the gifted educational needs are well attended by the Tanzania education system and practice.…”

Section: The State Of Gifted Education In Tanzaniamentioning

confidence: 99%

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Rethinking Gifted Education in Tanzania: Toward Its Development in the Country

Milinga

2021

Gifted Child Today

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Educating gifted and talented students is of paramount importance not only for individuals but also for enhancing a nation’s socioeconomic development, science and technology. However, while there appears to be increasing evidence at the international scholarly space on the importance of promoting gifted education, the situation is different in Tanzania where there is yet no systematic provision for it. This article reviews literature to establish the need for the systematic provision of gifted education in Tanzania and suggests ways on how its development can be initiated in the country. The article identifies areas considered essential in improving gifted education while promoting equity and excellence in nurturing the gifted in Tanzania. These areas are discussed within the context of the proposed model for developing a system of gifted education in the country. In this development, the article argues for the integration of prosocial education with gifted education for the desired future of Tanzania’s gifted education.

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Section: The State Of Gifted Education In Tanzaniamentioning

confidence: 99%

Section: The State Of Gifted Education In Tanzaniamentioning

confidence: 99%

Rethinking Gifted Education in Tanzania: Toward Its Development in the Country

Milinga

2021

Gifted Child Today

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“…The study also included teacher interviews, parent interviews and household surveys. 1 All students and their parents were informed through their schools that the purpose of the assessment exercise was to assess the strengths or talent areas of the students, that participation was voluntary, and that the results of the assessment would be kept strictly confidential and for research use only (Dixon, Humble, & Chan, 2016).…”

Section: Participantsmentioning

confidence: 99%

Assessing intellectual potential in Tanzanian children in poor areas of Dar es Salaam

Humble

Dixon

Schagen

2016

Assessment in Education: Principles, Policy & Practice

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The research set out in this paper attempts to identify whether one of three conventional IQ tests is more capable of identifying intellectual potential amongst poor children in Dar es Salaam. To this end 1857 children from 17 government schools in poor districts of Dar es Salaam were asked to complete a questionnaire and undertake a range of tests. The study included teacher, peer and self-nomination. It has been noted that static testing may not fully elicit the abilities of African children. It has been suggested that dynamic testing might provide a more fair and equitable means of assessment. Therefore 101 students took part in a control and intervention group in order to investigate. The findings show a significant correlation between IQ test scores and other test outcomes. Those with larger families and older children perform less well on IQ tests. Peer ability and selfconfidence positively influence test scores.

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“…Different studies from multicultural countries have been reported such as those by Pérez et al (2010) from Spain, Stieger et al, 2010from Australia, Proyer (2011 from Switzerland, and Workman (2004) from Wales. Some late research studies have been carried out in countries such as Tanzania (Dixon et al, 2016), Pakistan (Shahzada et al, 2014), and Russia (Kornilova and Novikova 2012).…”

Section: Introductionmentioning

confidence: 99%

Are Students of Secondary Schools of Seven Districts Different on Their Self-Estimates of Multiple Intelligences? A Case Study of Southern Districts of Khyber Pakhtunkhwa

Shahzada

Khan

et al. 2021

Front. Educ.

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Self-assessment of intelligence is a personal belief of ability, which is counted for an important portion of success in life. With 905 students of secondary schools of seven districts of Khyber Pakhtunkhwa, a survey study was conducted in order to find out students’ self-estimates and the differences of self-estimates on multiple intelligences. Data were collected from the subjects through a valid and reliable inventory. For a selection of the sample, a stratified, random, and proportion allocation technique was used; tests of between-subject effects, analysis of variance, and post hoc were applied as an inferential statistical test. The result of the study revealed that students of Lakki Marwat estimated their logical/mathematical, intrapersonal, verbal/linguistic, and visual/spatial intelligence to be higher than those of the students in the other districts. Students of Bannu rated their musical intelligences higher than that of the students of other districts. Students of Hango estimated their bodily/kinesthetic intelligence higher than that of the students of other districts. Students of Kohat estimated their existential intelligence higher than that of the students of other districts. Researchers suggested that schools should give such an environment of learning to the students where all the intelligences can be focused and promoted.

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How children living in poor areas of Dar Es Salaam, Tanzania perceive their own multiple intelligences

Abstract: a newcastle university, newcastle upon tyne, uK; b the chinese university

Cited by 11 publications

References 51 publications

Rethinking Gifted Education in Tanzania: Toward Its Development in the Country

Rethinking Gifted Education in Tanzania: Toward Its Development in the Country

Assessing intellectual potential in Tanzanian children in poor areas of Dar es Salaam

Are Students of Secondary Schools of Seven Districts Different on Their Self-Estimates of Multiple Intelligences? A Case Study of Southern Districts of Khyber Pakhtunkhwa

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