Many institutions of higher education offer honors education, but research on teacher behavior in honors classes is scarce. Our aim is to gain deeper understanding of how teachers adapt their teaching practices in the honors classroom as compared with the regular classroom. We conducted semi-structured …

Teacher classroom behavior is an important factor in student learning and motivation. Past research within higher education has primarily concentrated on identifying teaching behaviors that teachers and students deem important in honors classrooms. Yet, what specific teaching behaviors either support …

Introduction: Self-regulated learning (SRL) has traditionally been associated with study success in higher education. In contrast, study success is still rarely associated with executive functions (EF), while it is known from neuropsychological practice that EF can influence overall functioning and performance. …

Introduction: Self-regulated learning (SRL) has traditionally been associated with study success in higher education. In contrast, study success is still rarely associated with executive functions (EF), while it is known from neuropsychological practice that EF can influence overall functioning and performance. …

Competencies deemed relevant and meaningful by international business professionals and implemented in IB education still do not produce work-ready graduates. This may be because these competencies are not perceived as relevant or meaningful by students. This study was conducted to gain students’ perspectives …

The struggle of executive managers: where do managers consider possibilities for honors teachers to achieve agency?

We will share results of our research on how teachers tailor their teaching strategy to honors and regular students taking into account the learning preferences with regard to autonomy and structure as perceived by teachers. We explore how the research findings can be used for faculty development.

Students differ in their learning preferences. When students are more intrinsically motivated this improves their well-being and involvement (Levesque, Zuehlke, Stanek, & Ryan, 2004). Teaching highly motivated honors students places different demands on teachers (Wolfensberger, 2012). High motivated …

There is a global demand for talented managers and leaders. To meet this demand, higher education institutions are developing talent programs. However, international perception of talent is diffuse. In this study, our profile of highly talented international business professionals was internationally …

Studenten verschillen in hun leervoorkeuren. Wanneer studenten meer intrinsiekgemotiveerd zijn, neemt hun welbevinden en betrokkenheid toe. Het lesgeven aan hoog gemotiveerde honours studenten stelt andere eisen aan honours docenten. Docenten geven aan te worstelen met het vinden van de juiste balans …