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Student Experiences of an out of School Academic Enrichment Programme for High Ability Students Transitioning from DEIS Primary Schools to DEIS Secondary Schools

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Student Experiences of an out of School Academic Enrichment Programme for High Ability Students Transitioning from DEIS Primary Schools to DEIS Secondary Schools Student experiences of an out of school academic enrichment programme for high ability students transitioning from DEIS primary schools to DEIS secondary schools Eamonn Carroll B.A. M.Phil Institute of Education, Dublin City University Thesis submitted for the Award of Ph.D. to Dublin City University (DCU) Submission Date- September 2020 Supervisors: Prof. Joe O’Hara & Dr. Colm O’Reilly Declaration of Work I hereby certify that this material, which I now submit for assessment on the programme of study leading to the award of Doctor of Philosophy is entirely my own work, that I have exercised reasonable care to ensure that the work is original, and does not to the best of my knowledge breach any law of copyright, and has not been taken from the work of others save and to the extent that such work has been cited and acknowledged within the text of my work. Signed: ______________________________________ (Candidate) ID No: 16210030 Date: _________________________ i ii Acknowledgements Firstly, I would like to thank my two doctoral supervisors, Professor Joe O’Hara and Dr. Colm O’Reilly for their constructive feedback, guidance and encouragement throughout this project. I would also like to thank Dr. Jennifer Riedl Cross and Professor Tracy Cross for the interest they have shown in my project and in my development as a researcher, as well as the kindness they have shown in all of our interactions. This thesis would not have been possible without the incredible (professional and personal) support I have received from everyone in the CTYI office over the last four years. Thank you all for your wisdom and our shared gripes and rants, for the dig outs and the digs that kept the show on the road and got me through all of the challenges thrown up during this project. I cannot thank the DCU Access service enough for all of their assistance in getting the LEAP programme up and running, and for the decades of work they have done in building the connections and relationships which made it possible. I would like to thank everyone who was involved in the LEAP programme, starting with the DEIS school teachers who nominated students and supported them through their engagement with the programme. I would like to acknowledge the dedication and enthusiasm the staff who worked on the programme brought to their classrooms, the fruits of which are evident in the positive experiences of the participants. Thank you also to the parents of participating students, who made space in busy lives to get them into class and special thanks to those who participated in the research elements of this project. Finally, thank you to all of the students who participated in the programme and the research for bringing energy, passion and a phenomenal sense of humour to every class, questionnaire and group interview. During the many dark nights of the soul which come with any PhD. it was the hope that the LEAP programme could help you fulfill your incredible potential which kept me going. A special thanks to all of the friends who have supported, consoled and distracted me over the last four years. An honorable mention to Jack Sheehan for his solidarity and incredible capacity for long lunches and to Colm Mac Gearailt for always being at hand with words of wisdom and occasional unwisdom when it was most needed. To my wonderful family, thank you for putting up with me. Ciara, Thomas and Niamh, thank you for keeping me sane over the last few months and for letting me away with being a terrible housemate and brother. Above all, thank you to my Mom and Dad, for tireless and unconditional support through 23 years of education. Finally, thank you Nora for everything. This dissertation has certainly been improved by your insights, suggestions and inexhaustible patience, but not as much as I have. I cannot imagine what the last five years would have been like without you. iii Table of Contents Declaration of Work i Acknowledgements iii Table of Contents iv List of Abbreviations ix List of Figures x List of Tables xi Thesis Abstract xii 1 Introduction 1.1 Introduction .................................................................................................................... 1 1.2 The LEAP Programme ..................................................................................................... 1 1.2.1 “Out-of-School” ....................................................................................................... 2 1.2.2 “Academic Enrichment Programme” ........................................................................... 3 1.2.3 “High Ability Students” ............................................................................................. 3 1.2.4 “Attending DEIS Schools” ......................................................................................... 4 1.2.5 “The Transition From Primary to Secondary School” .................................................... 6 1.3 Programme Outline ......................................................................................................... 7 Cycle 1: 2016-2017 ........................................................................................................... 7 Cycle 2: 2017 -2018 .......................................................................................................... 8 Cycle 3: 2018-2019 ........................................................................................................... 8 1.4 Research Approach ....................................................................................................... 10 1.5 Significance ................................................................................................................. 11 1.6 Thesis Synopsis ............................................................................................................ 12 1.6.1 Introduction ........................................................................................................... 12 1.6.2 Literature Review ................................................................................................... 12 1.6.3 Context .................................................................................................................. 13 1.6.4 Research Design ..................................................................................................... 14 1.6.5 Findings ................................................................................................................. 14 1.6.6 Discussion ............................................................................................................. 15 1.6.7 Conclusion ............................................................................................................. 15 1.7 Conclusion ................................................................................................................... 15 iv 2 Literature Review 2.1 Introduction ................................................................................................................. 16 2.2 What is “High Ability”? ................................................................................................ 16 2.2.1 Lewis Terman & Domain General Theories ............................................................... 17 2.2.2 The Talent Search Model and Domain Specific Models .............................................. 24 2.2.3 The Talent Development Model ............................................................................... 27 2.2.4 The Actiotope Model .............................................................................................. 31 2.3 Educational Disadvantage ............................................................................................. 34 2.3.1 Theoretical Accounts of Educational Disadvantage .................................................... 35 2.3.2 Practical Definitions of Educational Disadvantage ...................................................... 38 2.3.3 Educational Disadvantage & Higher Education Participation ....................................... 41 2.3.4 School-Level Disadvantage ..................................................................................... 42 2.4 High Ability Students From Disadvantaged Backgrounds .................................................. 45 2.5 Promising Programmes for High Ability Students From Disadvantaged Backgrounds ........... 50 2.5.1 Project Excite- Northwestern University’s Centre for Talent Development, IL, USA. ..... 54 2.5.2 Scholars Programme- The Brilliant Club, UK. ........................................................... 55 2.5.3 CTY Scholars- Johns Hopkins University, MD, USA. ................................................ 57 2.5.4 Camp Launch- The College of William & Mary Centre for Gifted Education, VA, USA. 59 2.7 Conclusion .................................................................................................................. 63 3 Context 3.1 Introduction ................................................................................................................. 65 3.2 Lifelong Educational Achievement Partnership Programme ............................................... 66 3.2.1 Identification ......................................................................................................... 69 3.2.2 Programme Structure .............................................................................................. 70 2016-2017 ................................................................................................................
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