Marca V. C. Wolfensberger Livres

This book provides an overview of research and practice focused on continuous improvement in programming aimed at promoting excellence in education. In today's knowledge-based society, the talent development of students and teachers is crucial, as it demands innovative, reflective, and globally-aware citizens. Educational programs designed for academically motivated students are now global in scope. To support the growth of advanced learners, new avenues for knowledge sharing and partnerships between researchers and educators have emerged. The Research Centre for Talent Development in Higher Education and Society, led by Marca Wolfensberger at Hanze University of Applied Sciences in the Netherlands, organized the inaugural international conference “Evoking Excellence in Higher Education and Beyond.” This event gathered scholars and educators worldwide to share insights on fostering high-level learning experiences. Presenters explored research and practical efforts in honours and gifted programs, among other contexts. The book features selected works from the conference, discussing topics such as teaching strategies, culture of excellence, student perspectives, professional excellence, ethics, intercultural perspectives, and giftedness across educational sectors. It offers a comprehensive view of excellence in education and serves as a resource for those looking to initiate excellence-focused initiatives for their students and

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.