1.
Honors pedagogy: tailoring learning preferences of honors and regular students for autonomy and structure
Tineke Kingma (UAS Windesheim), Marjolein Heijne-Penninga (UAS Hanze), Marca Wolfensberger (UAS Hanze and RU UU), Debbie Jaarsma (RU UMCG)
Leuk introverhaaltje over mezelf. Een eer hier te zijn.
Schets context in Nederland van honors onderwijs
We zijn allemaal gepassioneerd honors mensen

2. Opening
Theoretical framework
Gap
Research question
Method section
First results

3. Theoretical framework: SDT (1, 2, 3)
Autonomy
Perseverance
Function in class
Competence
Intrinsic motivation
Academic performance
Relatedness
Wellbeing and involvement
1. Reeve, Jang, Carrell, Jeon & Barch (2004);
2. Reeve & Jang (2006)
3. Jang, Reeve & Deci (2010)

4. Definition of psychological needs*
The need for autonomy: having a sense of volition and psychological freedom.
The need for competence : having a sense of effectiveness.
The need for relatedness: having a sense of connection and care.
Autonomy: the need to perceive we are the origins of our own behavior and that we control our own actions.
Competence: the need to perceive our
behavior as effective and feel that we have adequate ability.
Relatedeness: the need to feel a secure sense of belongingness or connections to others.
4. Ryan & Deci, 2000
5. Ryan & Deci, 2002

5. Theoretical framework: SDT
The social context of education can be supportive to or undermining for the three psychological needs: autonomy, competence and relatedness 6 and 7 What is the right balance between offering autonomy and supporting competence through structure? 8 and 4
Een allereerste start met elementen van de introductie
Schools  are contexts that can support (or undermine) flourishing in students. By flourishing Ryan and Deci (p. 354, 2017) mean becoming motivated, vital, resourceful, and fulling functioning adults. Self Determination Theory focuses on the factors that facilitate both learning as well as healthy and complete student development.
In experimental studies (Ryan & Deci, 2017) it was found that when contexts supported autonomy, competence and relatedness (e.g. by providing choice, positive feedback and empathy), intrinsic motivation was enhanced.  Intrinsic motivation contributes to academic achievement (Taylor et al., 2014) and to more active learning and cognitive growth (Danner & Lonky, 1981).These studies indicated that students of different ages tended to learn better in situations in which the social context was more supportive of their autonomy, competence and relatedness needs. School contexts with the teachers as an important representative are according to the Self Determination Approach contexts for development. Intrinsic motivation declines when the school environment insufficiently satisfies needs for autonomy, competence and relatedness.  
When looking at the three psychological needs specified by SDT, studies mainly focused on the need for autonomy and how to support this (Ryan & Deci, 2017). Research (Vansteenkiste et al., 2012) examined students’ perceptions of teachers’ autonomy support and structure in high school classes and showed that perceived high autonomy support and a clear structure was associated with high levels of autonomous motivation and with different self-regulated learning strategies. Substantial evidence shows that autonomy-supportive versus controlling teaching strategies foster more autonomous forms of motivation in students across all levels of education and the higher quality engagement, performance and positive experience associated with that (Ryan & Deci, 2017). Indeed the highest quality in learning and the highest levels of achievement occur when students’ interest and engagement in learning are supported (ref).
Within the SDT perspective, autonomy-supportive teachers are teachers who supports students’ needs. The process of supporting autonomy starts with understanding and relating to the students’ perspectives. Wij hebben dit bevraagd op leervoorkeuren.
These teachers provide students with opportunities to take initiative in their learning and to seek out information that is relevant to their interest or assignments. They provide students with choices and options and encourage students to take responsibility for directing aspects of their own learning (Deci & Ryan, 1996). And they provide students with information about ……, with rationales for their requests, and with other structures to be internalized in an autonomy-supportive way.  Research looking into the behaviors of autonomy supportive teachers further shows that autonomy-supportive teachers were found to listen more, to make fewer directives, to respond more to students’ question, to attend more to students’ desires, to resist giving students answers and problem situations, to be more supportive of the students’ initiative and to speak in ways that implied the students’ perspectives (Reeve, Bolt, & Cai, 1999). A follow up study (Reeve & Jang, 2006) identified specific teacher behavior that were autonomy-supportive and others were controlling.  Another study (Patall, Dent, Oyer, & Wynn, 2013) found students’ autonomy needs were satisfied to a greater extent when teachers provided students with more choices, more often took the students’ perspectives, and were more likely to take the students’ interest into account. It is worth noting that when teachers are autonomy-supportive, they are typically also supportive of the students’ needs for competence and relatedness (Ryan & Deci, 2017).  
In deze studie willen we exploratief weten wat docenten zien als kenmerken van honors en reguliere studenten, wat zij zien als de leervoorkeur en de behoefte van de studenten en wat zij doen om de studenten te laten floreren. Docenten worden ook gevraagd om een concrete situatie te beschrijven aan de hand van smart
6. Ryan & Deci (2017)
7. Taylor et al (2014)
8. Vansteenkiste et al (2012)
4. Ryan & Deci) 2000

6. Gap Teachers often work in differtent social contexts
As far as we know: no research is known about how the same teacher teaches in two different social educational contexts
We don’t know if, when and how teachers tailor their teaching strategy to the psychological needs of both honors and regular programme students to let them flourish
Sociale onderwijs context wordt gekenmerkt door een doelgroep waarvoor speciaal onderwijs voor wordt ontwikkeld. Bijvoorbeeld honors studenten, reguliere studenten. Maar kan ook zijn AD of deeltijdonderwijs.
In dit onderzoek richten we ons op docenten die enerzijds lesgeven aan reguliere hbo of wo bachelorstudent en die daarnaast lesgeven aan honors student die een extra curriculair programma volgen.
Wat volgens ons nieuw is, is dat er voor zover wij weten niet eerder onderzoek is gedaan naar dezelfde docent die in twee onderwijscontexten lesgeeft.

7. Research question
Do teachers tailor their teaching strategies/guidance to what they see as the psychological needs of both honors and regular students? How do teachers approach both honors and regular students by their teaching style in order to let them flourish in their study?
We hebben dit aangepast naar de drie psychologische behoeftes omdat uit de interviews het woord structuur moeilijk was te coderen. Soms hebben we te maken met een eigen definitie van de docent, soms wilden we juist de definitie vanuit de literatuur gebruiken. Mede door het verdiepend lezen van de literatuur over SDT kwamen we erop uit dat de docent diverse dingen doet om studenten te voeden in hun behoefte aan autonomie, competent voelen en verbondenheid.

8. Methods: procedure Semi-structured interviews based on a topic list.
Items were:
Needs of students
When do students flourish?
Tailoring the teaching strategy to both honors and regular students
Items waren:
Leervoorkeuren van studenten
Wat is nodig om studenten te laten floreren
Aanpassen van de doceerstrategie aan zowel honors als reguliere studenten
Twee concrete cases (STAR)

9. Methods: participants
Number of teachers
Number of institutes
N = 4 teachers
Universities of Applied Sciences 2
Research Universities
honors programmes are extracurricular
Regular programmes are bachelor programmes

10. Data analysis Line by line coding of the first interviews (inductive)
Constructing buckets
Deductive coding with help of the buckets

11. First results
How do teachers approach both honors and regular students by their teaching style in order to let them flourish in their study?

12. HP students’ needs according to the teachers:
Number of statements about the needs of HP students:
A = 19 statements (7 cases)
C = 25 statements (8 cases)
R = 14 statements (4 cases)  
We hebben hier gevraagd naar leervoorkeuren en hoe de docenten de studenten benaderen.
Codes zijn:
Behoefte student:
Autonomie
Competentie en verbondenheid
Is het een item voor de docenten?
7 cases is A: 19 uitspraken. 33 % van de uitspraken
8 cases is C:, 25 uitspraken 44 % van de uitspraken
4 cases is V: 14 uitspraken 25 % van de uitspraken
Voor de bollen heb ik het totaal aantal uitspraken opgeteld en daar een percentage van gemaakt.

13. HP students’ needs according to the teachers:
Autonomy: HP students’ need according to the teachers
Freedom of choice and meeting personal interest (content)
Freedom to experiment and to explore
Want to be self responsible
Competence: HP students’ need according to the teachers
How will I be assessed?
What is expected from me?
Clear structure and what are the deadlines?
Relatedness: HP students’ need according to the teachers
Frequently meeting each other
Bonding and community building
Easy approachable teachers

14. Members check
Do you recognize the needs of the HP students as perceived by the teachers?
Zoom session . Dus even uit laten wisselen: herken je dit of niet. En voorbeelden vragen.

15. HP supporting activities according to the teachers:
HP teacher C A
Number of statements about the supporting activities of the teachers
A = 77 statements (8 cases)
C = 135 statements (8 cases)
R= 28 statements (8 cases)
A in 8 cases, 77 uitspraken. Is 32 %
C in 8 cases, 135 uitspraken. Is 56 %
V in 8 cases, 28 uitspraken. Is 12 %
Codes: leeromgeving creëren om competent te worden
Verbondenheid creëren
Vrijheid organiseren R

16. Needs of HP students and the support by the teacher
Need for autonomy:
Freedom of choice and meeting personal interest (content)
Freedom to experiment and to explore
Want to be self responsible
HP supporting activities according to teachers: arranging freedom
Creating ownership for the individual and personal development
Space to explore your personal potential
Freedom concerns the how of the content, the how of organising and the how of personal development

17. Needs of HP students and the support by the teacher
Need for competence: wanting to know
How will I be assessed?
What is expected from me?
Clear structure and what are the deadlines
HP supporting activities according to teachers: support the need for competence
Creating a learning environment to reach a deeper level and a change in mindset
Creating a learning environment in order to facilitate personal development
When the focus is on the process, they offer a clear method of working in order to let the students grow. Questioning about the how and the why with free space

18. Needs of HP students and the support by the teacher
Need for competence: wanting to know
How will I be assessed?
What is expected from me?
Clear structure and what are the deadlines
HP supporting activities according to teachers: support the need for competence
When the focus is on the content, students receive sufficient content support by meetings, take home assignments or workshops and they offer bigger and more open assignments and free space

19. Needs of HP students and the support by the teacher
Need for relatedness:
Frequently meeting each other
Bonding and community building
Easy approachable teachers
Creating relatedness by:
Learning to know each other
Creating a safe environment (trust base)
Easy approachable teachers

21. Needs of “regular” students according to the teachers
Needs of students C A R
Number of statements about the needs of students:
A = 17 statements (7 cases)
C = 36 statements (8 cases)
R = 3 statements (1 case)
A: 7 cases, 17 uitspraken. 31 %
C: 8 case, 36 uitspraken. 64 %
V: 1 case, 3 uitspraken 5 %

22. RS: students’ needs according to the teachers
Autonomy: RS students’ need according to the teachers
Content freedom
Freedom in time, choice of collaboration partner
Students are not looking for autonomy
Competence: RS students’ need according to the teachers
What do I need to do, structure
Looking for something to hold on
Clarity about the requirements of the assessment
Their need is to know the how, the what, the where and the when
Relatedness: RS students’ need according to the teachers
They won’t engage

23. Members check
Do you recognize the needs of the RS students as perceived by the teachers

24. RS supporting activities according to the teachers:
RS teacher A R
Number of statements about supporting activities:
A = 31 statements (7 cases)
C = 119 statements (8 cases)
V = 17 statements (4 cases) C
Ondersteuning RS
A = in 7 case, 31 uitspraken 19 %
C = in 8 cases, 119 uitspraken 71 %
V = in 4 cases , 17 uitspraken 10 %

25. Needs of RS students and the support by the teacher
Need for autonomy:
Content freedom
Freedom in time, choice of collaboration partner
Students are not looking for autonomy
RS supporting activities according to teachers: arranging freedom
subject choice
choice of the internship company
choice of the counsellor
the research question within the course
So freedom is content related

26. Needs of RP students and the support by the teacher
Need for competence:
What do I need to do, structure
Looking for something to hold on
Clarity about the requirements of the assessment
Their need is to know the how, the what, the where and the when
RP supporting activities according to teachers: support the need for competence:
Tight structure through programme, format , rationale or learning outcomes
Clarity about what is expected and what do I have to do as a student
Within this structure there is space for:
Collaborating
Differentiated education materials
Offering flexibility for individual learning questions

27. Needs of RS students and the support by the teacher
Need for relatedness:
They won’t engage
Creating relatedness by: How to build a safe environment

29. Groupwork
What are your supporting activities to support the need for autonomy of honors students?
What are your supporting activities to support the need for competence of honors students?
What are your supporting activities to support the need for reladteness of honors students?

30. Only after the information is given, there is space for autonomy
Summary: how do teachers approach HP students?
Creating a learning environment in order to support the feeling of competence of the students
How?
By giving information about the framework, expectations and global, open assignments
Only after the information is given, there is space for autonomy
Teachers use open questions in order to challenge students to come up with their own ideas

31. Many teachers wonder if autonomy is possible
Summary: how do teachers approach RS students?
Clear information about deadlines, learning outcomes, requirements and so on
Many teachers wonder if autonomy is possible

32. Results
Do teachers tailor their teaching strategies/guidance to what they see as the psychological needs of both honors and regular students? No
For relatedness HP
For autonomy RS
Yes
Yes for autonomy HP
Yes for competence HP and RS
Yes for relatedness RS

34. Results
How do teachers approach both honors and regular students by their teaching style in order to let them flourish in their study?
Most attention is paid to creating a learning environment in order to support the feeling of competence of all students by giving information about the framework, expectations and the assignments (hold on).
After the given information, there is space for autonomy.
Open questions in order to challenge HP students to come up with their own ideas and check questions in order to know if regular students are on track

35. Discussion
How do you explain the gap between perceived needs of HP students for relatedness by teachers and their supporting activities?
What would you advise to close this gap?

37. References
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588. doi: /a
Reeve, J., & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209. doi: /
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing Students' Engagement by Increasing Teachers' Autonomy Support. Motivation & Emotion, 28(2),
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American psychologist, 55(1),
Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory: An organismic-dialectical perspective. In: E. L. Deci, & R.M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY: The University of Rochester Press.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY, US: Guilford Press.
Taylor, G., Jungert, T., Mageau, G. A., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39(4), doi: /j.cedpsych
Vansteenkiste, M., Sierens, E., Goossens, Soenens, B., Dochy, F., Mouratidis, A., Beyers, W. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22(6), doi: /j.learninstruc