Teaching for Excellence. Honors Pedagogies revealed

1. Auflage 2012
ISBN: 978-3-8309-7823-7
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: PC/MAC/eReader/Tablet/DL/kein Kopierschutz

E-Book, Englisch, 210 Seiten

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.

Autoren/Hrsg.

Inhaltsverzeichnis

1;Table of contents, List of tables, List of figures;8
2;1 Introduction;14
2.1;1.1 Research problem and research questions;14
2.2;1.2 Honors education;16
2.3;1.3 Conceptual issues;20
2.4;1.4 Relevance of this study;22
2.5;1.5 About this study;23
3;2 Honors teaching and the honors teacher, a literature survey;25
3.1;2.1 Introduction;25
3.2;2.2 Honors teaching;27
3.3;2.3 Honors teachers;42
4;3 Methods;50
4.1;3.1 Introduction;50
4.2;3.2 Questionnaire;51
4.3;3.3 Interviews;67
4.4;3.4 Methodological caveats and limitations;73
5;4 American honors teachers: thoughts about honors education;75
5.1;4.1 Introduction;75
5.2;4.2 Conceptions of teaching;75
5.3;4.3 Honors education;77
5.4;4.4 Motivation;84
5.5;4.5 Students;88
5.6;4.6 Conclusions;94
6;5 American honors teachers: approaches in honors education;95
6.1;5.1 Introduction;95
6.2;5.2 Honors classes and regular classes: priorities in teacher behavior;95
6.3;5.3 Teaching approaches – survey results;100
6.4;5.4 Teaching approaches – teachers’ stories;106
6.5;5.5 Conclusions;124
7;6 Dutch honors teachers – questionnaire results and comparisons;126
7.1;6.1 Introduction;126
7.2;6.2 Conceptions of teaching and learning;127
7.3;6.3 Motivation;130
7.4;6.4 Students;131
7.5;6.5 Honors teaching;136
7.6;6.6 Conclusion;146
8;7 Conclusions and discussion;147
8.1;7.1 Introduction;147
8.2;7.2 Conclusions;149
8.3;7.3 Discussion;157
9;Reference list;164
10;Summary;180
11;Samenvatting (Summary in Dutch);191
12;Appendix 1 - Questionnaire;200
13;Appendix 2 – Statistical analyses;206
14;Acknowledgements;209