Teaching for Excellence. Honors Pedagogies revealed
What exactly are the characteristics of honors pedagogy? What are the teaching strategies that are particularly relevant and successful for academically gifted and motivated students? In spite of the substantial body of literature about the practice of honors education, largely referring to the United States, very little systematic and empirical research has been done about honors pedagogy. This study contributes to a better understanding of honors pedagogies, focusing not just on what might distinguish honors teaching and learning from standard expectations and methodologies but also on how honors pedagogy offers both instructors and students an opportunity to fundamentally rethink their philosophy of education.
The present study points out the similar and different approaches and dispositions in American and Dutch honors teaching. Cultural differences, distinctive educational systems, and diverse priorities play a role in defining both the shared and unique perspectives on honors education in both countries. Therefore, a baseline comparison is made between American and Dutch honors teachers with respect to their teaching strategies.
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American and Dutch American honors teachers American teachers belangrijk challenge chapter classroom competence and offering conceptions context creating community creative Deci dents docenten Dutch honors teachers Dutch teachers n=313 Educational Psychology Eijl enhancing academic competence experience faculty feedback focus fragments gifted education gifted learners gifted students giftedness give goals higher education honors and regular honors classes honors community honors courses honors education honors pedagogy honors programs honors students honoursdocenten honoursonderwijs important for honors interviews intrinsic motivation Kappa Likert scale NCHC Netherlands non-honors offering freedom onderwijs perception of honors qualities questionnaire regular classes regular education regular programs regular students regular teaching Renzulli Ryan self-determination theory statements student-learning orientation studenten survey Swarthmore College Table talent teach my honors teacher-content orientation teaching and learning teaching honors teaching practices teaching strategies themes three teaching approaches tion top-five top-three U.S. teachers Utrecht University Wolfensberger zijn Zubizarreta