Do High-Achieving Students Benefit from Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

Autor/inn/en	Miller, Angie L.; Dumford, Amber D.
Titel	Do High-Achieving Students Benefit from Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors
Quelle	In: Journal for the Education of the Gifted, 41 (2018) 3, S.217-241 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miller, Angie L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/0162353218781753
Schlagwörter	High Achievement; Educational Benefits; National Surveys; Learner Engagement; Honors Curriculum; College Faculty; College Freshmen; Teacher Student Relationship; General Education; Comparative Analysis; College Seniors; Student Attitudes; Learning Strategies; Cooperative Learning; Student Characteristics; Institutional Characteristics; Gifted; Thinking Skills + Suchen Sie Ihr Suchwort? Bildungsertrag; Fakultät; Studienanfänger; Teacher student relationships; Lehrer-Schüler-Beziehung; Allgemein bildendes Schulwesen; Allgemeinbildung; College; Colleges; Senior; Hochschule; Fachhochschule; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kooperatives Lernen; Begabter, Hoch Begabter; Denkfähigkeit
Abstract	This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student--faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student--faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01