Is Effective Pedagogy Possible in A Culture of Entitlement Learning?
This paper will concentrate on the current shift from teaching to entitlement learning that has become a significant part of our educational discourse and culture. With increasing emphasis on accountability and high test scores, students have become active recipients in ‘assessing’ and ‘evaluating’ the effectiveness of their learning experiences. Increasingly, students appear to equate their academic expectations as ‘educational purchases’ in which their financial investments in higher learning should earn them profitable margins (opportunities) or estimated returns (high grades) by the end of their academic journey. In ‘Report Cards from Our Students’ students identified concerns ranging from ‘standards’ associated with ‘success’ rates and test scores, to assessment of what constitutes effective pedagogy.
