Drayer Pursuit of Excellence in a Networked Society

Theoretical and Practical Approaches
1. Auflage 2014
ISBN: 978-3-8309-8158-9
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 267 Seiten

Pursuit of Excellence in a Networked Society gives an overview of research and practice, describing and exploring efforts toward continuous improvement in programming to promote excellence. The talent development of students and teachers is a hot topic in today's knowledge-based society which increasingly demands innovative, reflective, and globally-aware citizens. Educational programmes especially designed to prepare academically motivated students for their future role now wrap around the globe. Therefore, in order to support continuous growth and opportunities for challenging our advanced learners, we have opened up new ways for sharing knowledge and to encourage the building up of partnerships and conversations between researchers and teachers. The Research Centre for Talent Development in Higher Education and Society, headed by Marca Wolfensberger and based at Hanze University of Applied Sciences in the Netherlands, organised the first international conference 'Evoking Excellence in Higher Education and Beyond'. As Joseph Renzullli says in the foreword, this conference brought together scholars and educators from around the world to share their work in promoting high-level learning experiences. Presenters discussed their research and practical efforts in honours programmes, gifted programmes, and other contexts aimed at evoking excellence. This book offers a selection of the work of those presenting at this conference. Across six chapters, the following topics are discussed: teaching strategies, culture of excellence, students' perspectives, professional excellence, ethics and intercultural perspectives, and giftedness across educational sectors. The book offers readers a comprehensive view of the field of excellence in education as well as an overview for readers interested in setting-up initiatives to foster excellence among their own students and employees.

Autoren/Hrsg.

Drayer, Lyndsay

Inhaltsverzeichnis

1;Book Cover;1
1.1;Table of Contents;4
1.2;Share your Talent – Move the World;8
1.3;Foreword: The Pursuit of Excellence;11
2;The Interdisciplinary First-Year Seminar. Serving a Multi-disciplinary Student Population at Barrett,The Honors College at Arizona State University;15
3;When Worlds Collide. Analysis of and Recommendations for Successful Interdisciplinary Team-Teaching;20
4;Matching – Reflection on Personal Strengths to Evoke Excellence;27
4.1;Abstract;27
4.2;Matching;27
4.3;Excellence Requires Autonomy;28
4.4;Reflective Workshops;29
4.5;Outcomes;30
4.6;Discussion and Conclusion;32
4.7;Acknowledgements;33
5;Teaching Talented Students at a Research-Intensive University. Towards Professional Development for Honours Faculty;34
5.1;Introduction;34
5.2;Leiden University Honours College;36
5.3;Research Design;36
5.4;Results;37
5.5;Discussion and Implications for Faculty Professional Development;39
6;Talent-Index. The Motivating Potential of a Strength-Based Learning Approach;42
6.1;Developing Strengths Versus Diminishing Deficiencies;42
6.2;Talent-Index: A Strength-Based Development Method;43
6.3;Conclusion;44
7;The College of Pharmaceutical Sciences. An Inquiry-Based Undergraduate Honours Programme for the Training of Pharmaceutical Scientists;46
7.1;Objective;46
7.2;Design Principles;46
7.3;Curriculum;47
7.4;Teaching-Learning Environment;48
7.5;Teachers;49
7.6;Selection of Students;49
7.7;Student Experience;49
7.8;Conclusion;50
8;The Contribution of Passion and Commitment to the Explanation of Motivation and Persistence in Deliberate Practice. Reviewing Theoretical Conceptualizationand Empirical Evidence;52
8.1;Introduction;52
8.2;The Motivation Underlying Deliberate Practice;52
8.3;The Contribution of Passion to the Explanation of Motivationin Deliberate Practice;54
8.4;Alternative Explanations for Motivation in Deliberate Practice;55
8.5;Synthesis: Defining Passion as Coincidence of Commitmentand Desire;56
9;Challenging Strong Students in Tertiary Education. The Case of Karel de Grote University College;61
9.1;Abstract;61
9.2;Introduction: The Double-Edged Sword of Tertiary Education Democratisation;61
9.3;The Personalized Education Programme of Karel de Grote University College (KdG);63
9.4;“Strong” Students;64
9.5;Projects to Challenge “Strong” Students;65
9.6;Discussion: Effective and Efficient?;66
10;The Challenge of Writing a PhD Proposal in Honours(Undergraduate) Education. A Group Project as Significant Learning Experience;70
10.1;Introduction;70
10.2;Course Set-Up and Student Activities;71
10.3;Student Experience;72
10.4;Does Over-Challenge Affect Motivation and Perceived Learning?;74
10.5;Challenging Factors;75
10.6;Discussion and Conclusion;75
11;Key Components when Teaching for Excellence;78
11.1;Key Components of Honours Pedagogy;79
11.2;Creating Community;82
11.3;Enhancing Academic Competence;83
11.4;Offering Freedom;84
11.5;Honours Teachers;85
11.6;Discussion;87
11.7;Implications;88
11.8;Avenues for Further Research;88
12;Fostering Honours Communities among Commuter Students;93
12.1;Introduction;93
12.2;Theoretical Background;94
12.3;Method;95
12.4;Seven Strategies for Implementing Communities;95
12.5;Concluding Remarks and Future Research;98
13;Creating Honours Community within a Large Inclusive Public University. Innovative Practices in the Development of Barrett,The Honors College at Arizona State University;101
13.1;Methods;102
13.2;Findings;102
13.3;Conclusion;106
14;The Construction of Excellence Education in Time and Space within the University. Research Proposal into Spin-off Effects;108
14.1;Introduction;108
14.2;Spin-off Effects;108
14.3;Construction of Excellence Education: A Spatial Reading;109
14.4;Actor-Network Theory;110
14.5;Relevance;111
15;Do Honours Programmes Create a Culture of Excellence?;114
15.1;Introduction;114
15.2;Theoretical Background;114
15.3;Research Questions;115
15.4;Method;116
15.5;Results;116
15.6;Conclusions and Discussion;118
16;Retention, Graduation and Programme Completion for Students Entering an Honours Programme at a Major Public University, 1998–2010;120
16.1;University Retention and Graduation Rates among Honours and Non-Honours Students;121
16.2;Retention and Completion within Honours Programmes;122
16.3;Programme Factors Affecting Honours Retention and Completion;124
16.4;Methodology;126
16.5;Results;128
16.6;Discussion;133
16.7;Conclusions;138
17;What Motivates Pre-University Students to Excel in School?;141
17.1;Abstract;141
17.2;Aim;141
17.3;Theoretical Background;142
17.4;The Present Study;143
17.5;Method;143
17.6;Results;144
17.7;Conclusions;144
18;Qualities Honours Students Look for – Revisited;147
18.1;Introduction;147
18.2;Honours Students’ Opinions over Time;147
18.3;Method;148
18.4;Results;148
18.5;Conclusion;149
19;Gifted Migrant-Students in Siberia. The Experience of Development and Interaction;151
19.1;Case Study;153
19.2;Outcomes;155
19.3;Conclusion;159
20;Attitude toward Honours Education. An Explorative Survey Research at the Hanze University of Applied Sciences;162
20.1;Abstract;162
20.2;Introduction;162
20.3;Theoretical Background;163
20.4;Methods;163
20.5;Conclusion and Discussion;164
20.6;Future Recommendations;165
21;Excellent Students. They Don’t Wait until Tomorrow, But Do Their Study Duties Now;167
21.1;Abstract;167
21.2;Introduction;167
21.3;Method;169
21.4;Results;170
21.5;Discussion;171
22;Implementation of the Reflective Professional Profile in Saxion Honours Programmes. Current Position, Expectations and Examples;174
22.1;Abstract;174
22.2;Introduction;174
22.3;Methods;175
22.4;Results;176
22.5;Conclusion and Discussion;178
23;Evoking Excellence;179
24;Engineering Honours Programme. A Different Approach;187
24.1;Abstract;187
24.2;PROUD Development Process;187
24.3;PROUD Realization;189
24.4;First PROUD Results;190
24.5;Conclusions and Recommendations;192
25;Excellence and Citizenship in Honours Education;195
26;Research on the Effectiveness of the OnlineHonours Course;201
26.1;Introduction;201
26.2;Development of the Research;201
26.3;Methods and Instruments;202
26.4;In Summary;203
26.5;Acknowledgement;204
27;Moral Education for High-Ability Students;205
27.1;Introduction;205
27.2;What is the Hacker Ethic?;205
27.3;What is Ethical Sensitivity?;206
27.4;Gifted Researchers in Science;207
27.5;Implications for Moral Education of High-Ability Students;208
28;Evoking Excellence with Special Undergraduate Programmes. A German – Dutch Comparison;211
28.1;Abstract;211
28.2;Introduction;211
28.3;Governmental Policies;212
28.4;Objectives of the Involved Institutions;213
28.5;Selection and Promotion of the Participating Students;214
28.6;Discussion;215
29;Promoting Talent for University Education. Raising the Corner of the Veil;218
29.1;Abstract;218
29.2;Introduction;218
29.3;Theoretical Background;219
29.4;Research Questions and Design;219
29.5;Results;220
29.6;Conclusion and Discussion;222
30;Standards and Rubrics for Honours Evaluation, Certification and Benchmarking Criteria;224
30.1;A Proposed Philosophy of Honours Certification;225
30.2;Fundamental Characteristics of Honours Certification;225
30.3;The Organization of the Standards;226
30.4;Section 1: Honours Mission and Vision;226
30.5;Section 4: Curriculum (a Selection of the 14 Standards);227
30.6;On Rubrics and Benchmarks;227
30.7;Curricular Specifics;230
30.8;Section B: Curricular Focus: Interdisciplinary Learning;231
30.9;Next Steps;232
31;Giftedness and Education at Upper Secondary Level. Cooperative Fostering by Teachers and University Lecturers;234
31.1;Abstract;234
31.2;Background;234
31.3;Aims;235
31.4;Methodology;236
31.5;Findings;236
31.6;Significance for Theory, Policy, and Practice;237
32;Giftedness and Education at Upper Secondary Level. Cooperative Fostering by Teachers and University Lecturers;234
32.1;Abstract;234
32.2;Background;234
32.3;Aims;235
32.4;Methodology;236
32.5;Findings;236
32.6;Significance for Theory, Policy, and Practice;237
33;Connecting Excellence in Secondary and Higher Education. Lessons from Junior College Utrecht;238
33.1;Introduction;238
33.2;JCU;238
33.3;JCU 1.0 (2003–2008);239
33.4;JCU 2.0 (2008–2011);241
33.5;JCU 3.0 (2011 onwards);243
33.6;JCU Success Factors and Challenges;244
34;Characteristics of a Challenging Learning Environment Affecting Students’ Learning Processes and Achievements;247
34.1;Introduction;247
34.2;Research Aim and Questions;248
34.3;Theoretical Framework;248
34.4;Method;249
34.5;Results;250
34.6;Conclusion;255
35;About the Authors;258