IGNITE: Empowering high ability underachieving students to become focused learners in mainstream classes

Abstract

IGNITE, a high school-based programme, was developed for high ability underachievers using the Achievement Orientation Model (AOM), Maker Model, and Bibliotherapy in a mainstream setting. This paper reports on the effects discovered while implementing the programme over the course of 2 years. Year 7 (13 year olds) and Year 9 (15 year olds) students were trained to use the two interventions, incorporating one of these interventions to challenge their learning in the classroom. The programme for each cohort lasted approximately 10 weeks. Identification alone appeared to increase academic self-efficacy for many of these underachievers. Students were empowered by the student agency involved which supports many of the AOM’s assertions, in particular, environmental perceptions and goal valuation. The interventions, Maker Model and Bibliotherapy, should be used concurrently to produce self-directed students and reduce underachievement in high ability students as they appear to target different factors in the Achievement Orientation Model.

Empowered learning in school: A scoping review

“…While a range of studies focused on technology-assisted empowered learning [21]- [24], a number of studies had their focus on socially empowered learning [25]- [28]. Fewer studies targeted cognitive empowerment of students [29]- [31], whereas the remaining studies were spread across empowered learning in relation to psychological education [32], [33], sports education [34], [35], and health education [36].…”

“…Self-regulated empowerment can be achieved by a number of steps taken by a learner to accept ownership of one's learning by vigorously engaging in learning to overcoming problem. Self-regulation and motivation act together to promote learners' empowerment where learners seek social support and acceptance of peers during the course of their learning [32].…”

A Pragmatic Analysis of How North Carolina School Districts Aim to Differentiate for Gifted High School Students

“…There are several interventions that can help meet high school gifted students’ social and emotional needs, such as gifted enrichment programming, specific curricula, bibliotherapy, mentoring, collaboration, counseling, mindfulness, and therapy (Fisher & Kennedy, 2016; Kim, 2016; Long & Erwin, 2020; McDaniel & Besnoy, 2019; Olton-Weber et al, 2020; VanTassel-Baska et al, 2008; Woo et al, 2017). For example, Kim (2016) conducted a meta-analysis of 26 studies about the effects of gifted enrichment programming on gifted students’ and found it had a positive impact on gifted students’ social and emotional development (e.g., positive attitude toward school; improved academic and emotional self-concept).…”