How the Implementation of Honors Sections Affects the Academic Performance of Non-Honors Students

Autor/inn/en	Spisak, Art L.; Van Horne, Sam; Hornbuckle, Keri C.
Titel	How the Implementation of Honors Sections Affects the Academic Performance of Non-Honors Students
Quelle	In: Journal of the National Collegiate Honors Council, 18 (2017) 2, S.177-193 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-0151
Schlagwörter	Honors Curriculum; Academic Achievement; Undergraduate Students; Engineering Education; Ability Grouping; Curriculum Implementation; Core Curriculum; Outcomes of Education; Iowa + Suchen Sie Ihr Suchwort? Schulleistung; Ingenieurausbildung; Homogene Gruppierung; Niveaugruppierung; Streaming; Kerncurriculum; Lernleistung; Schulerfolg
Abstract	Many assume that moving honors students into separate sections adversely affects the academic performance of non-honors students, an assumption the authors faced at their institution. In the context of a study done in a college of engineering, that perception is even stronger because peer-to-peer and group projects are such important pedagogical elements of the engineering undergraduate curriculum. Their study indicates that the implementation of honors sections for selected core courses in the University of Iowa (UI) College of Engineering did not adversely affect non-honors engineering students taking those same core courses. (ERIC).
Anmerkungen	National Collegiate Honors Council. 1100 Neihardt Residence Center, University of Nebraska-Lincoln, 540 North 16th Street, Lincoln, NE 68588. Tel: 402-472-9150; Fax: 402-472-9152; e-mail: nchc@unl.edu; Web site: http://nchchonors.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01