Towards an intelligence-informed competency framework : examining educatorsâ knowledge, skills, attitudes, and self-efficacy in inclusive classrooms
department or school: Education, Faculty of
department or school: Educational and Counselling Psychology, and Special Education (ECPS), Department of
data provider: DSpace
degree campus: UBCV
creator: Saglam, Mehmet Hilmi
issued: 2025-08-12T19:16:15Z
issued: 2025
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: In recent years, there has been a growing recognition of the need for educational environments that prioritize the diverse needs of all students, promote equity, and embrace constructivist approaches. This study adopts an inclusive and egalitarian ideology that centers on constructing "an education that is gifted for every student" by recognizing, celebrating, and cultivating diverse intelligences and talents. In this regard, this dissertation proposes an initial conceptual frameworkâthe Intelligence-Friendly Classroom (IFC) Frameworkâwhich is designed to help educators recognize and cultivate studentsâ intelligences, talents, strengths, and interests. The framework integrates cognitive, sociocultural, developmental, and motivational aspects of intelligence by synthesizing four established theories: Cattellâs Fluid and Crystallized Intelligence (FCI), Gardnerâs Multiple Intelligences (MI), Sternbergâs Successful Intelligence (SI), and Dweckâs Implicit Theories of Intelligence (ITI). This new synthesis supports the creation of inclusive and responsive classrooms for fostering equity, diversity, and talent development in education. Employing a quantitative research methodology with a cross-sectional survey design, this study investigates educators' knowledge, skills, attitudes, and self-efficacy towards constructing an intelligence-friendly classroom through the application of these theories. Results indicate that educators are more familiar with, and more confident in applying the motivational and sociocultural aspects of the framework (ITI and MI theories). In contrast, the developmental and cognitive aspects (FCI and SI theories) are less familiar and perceived as more challenging. Despite variations in knowledge and skills, most participants expressed highly positive attitudes towards constructing intelligence-friendly classrooms and reported a moderate level of self-efficacy in building such classrooms. Therefore, this study contributes to advancing inclusive and…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/91834
note: Towards an Intelligence-Informed Competency Framework: Examining Educatorsâ Knowledge, Skills, Attitudes, and Self-Efficacy in Inclusive Classrooms by Mehmet Hilmi Saglam B.A., Istanbul University, 2014 M.A., Marmara University, 2017 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in The Faculty of Graduate and Postdoctoral Studies (Special Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) July 2025 © Mehmet Hilmi Saglam, 2025 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Towards an Intelligence-Informed Competency Framework: Examining Educatorsâ Knowledge, Skills, Attitudes, and Self-Efficacy in Inclusive Classrooms submitted by Mehmet Hilmi Saglam in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Special Education Examining Committee: Dr. C. Owen Lo, Educational and Counselling Psychology, Special Education, UBC Supervisor Dr. Leyton Schnellert, Curriculum and Pedagogy, UBC Supervisory Committee Member Dr. Amery Wu, Educational and Counselling Psychology, Special Education, UBC Supervisory Committee Member Dr. Jillianne Code, Curriculum and Pedagogy, UBC University Examiner Dr. Laurie Ford, Educational and Counselling Psychology, Special Education, UBC University Examiner iii Abstract In recent years, there has been a growing recognition of the need for educational environments that prioritize the diverse needs of all students, promote equity, and embrace constructivist approaches. This study adopts an inclusive and egalitarian ideology that centers on constructing "an education that is gifted for every student" by recognizing, celebrating, and cultivating diverse intelligences and talents. In this regard, this dissertation proposes an initial conceptual frameworkâthe Intelligence-Friendly Classroom (IFC) Frameworkâwhich is designed to help educators…
has type: Thesis/Dissertation
date issued: 2025-11
is shown at: 10.14288/1.0449639
language: eng
degree discipline: Special Education
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: Lo, C. Owen
type: Text
identifier URI: http://hdl.handle.net/2429/91834