ERIC Number: ED537589
Record Type: Non-Journal
Publication Date: 2008-Apr-15
Reference Count: 0
Effort-Based Ability. Research Brief
Burton, Ella M.
Education Partnerships, Inc.
In recent years there has been significant study of the effort-based ability model. One of the leading proponents, Jonathon Saphier, describes the model as "the belief that all children can do rigorous academic work even if they come to school needing a significant amount of time and support to catch up." At the center of Saphier's effort-based ability model is the power of a professional learning community to create a climate of high achievement for all students. His work focuses on the importance of relationships between teacher and student and the intentional building of mutual support within the school community. Saphier suggests that it is the capacity to learn and not ability that is innate to all learners. He argues that ability can be nurtured and grown when teachers, and students, believe that effective effort is the main determinant of achievement. He found that a climate of high achievement includes the use of explicit teaching strategies designed to promote high achievement. Adopting an effort-based approach to learning requires strong support by school leaders. School leaders must challenge beliefs that limit student learning, provide professional development opportunities for teachers, advocate for changing instruction, and affirm a climate where the freedom to take risks is evident and respected. (Contains 8 online resources.)
Descriptors: Teaching Methods, Professional Development, High Achievement, Academic Achievement, Teacher Student Relationship, Beliefs, School Community Relationship
Education Partnerships, Inc. Web site: http://www.educationpartnerships.org
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Education Partnerships, Inc. (EPI)