A Research-Focused Honors Program for High-Ability Teacher-Education Students

Abstract

Honors programs represent one way that secondary schools and undergraduate programs address the needs of academically talented students. Evidence suggests that these programs contribute to positive student outcomes in terms of achievement, social development, and career preparation. Because colleges of education produce graduates who typically confront the prospect of low salaries, attracting high-ability applicants is important. Despite the benefits of encouraging talented individuals to become teachers, few traditional teacher education programs use honors programs. This study reports on an honors program in a college of education that incorporates distinct course work and field experiences, focused especially on inquiry and research. Qualitative interviewing revealed three themes: How the program’s focus on inquiry and research fits with participants’ expectations and interests, complex and conflicting responses to the program’s focus on leadership development, and significant logistical challenges. These themes corroborated findings from related literature on honors programs in secondary schools and undergraduate programs.