National Collegiate Honors Council
Date of this Version
2018
Document Type
Article
Citation
Published in Breaking Barriers in Teaching and Learning, edited by James Ford and John Zubizarreta. National Collegiate Honors Council Teaching and Learning Monograph III (2018), 254p
Abstract
At times, when honors education comes up in academic or popular conversations, a common and automatic response seems to prevail: an assumption that honors means faster, broader, more complicated, and more expert delivery of content information on the part of the teacher and greater, more efficient acquisition of disciplinary knowledge and higher achievement on tests or essays on the part of the student. What the instructor teaches in terms of countable amounts of information and what the student produces in terms of quantitatively measurable outcomes rule the day.
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Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Higher Education Commons, Higher Education Administration Commons, Liberal Studies Commons, Social and Philosophical Foundations of Education Commons
Comments
Copyright © 2018 by National Collegiate Honors Council.