Resources, Instruction, and Research
Item
Title
Resources, Instruction, and Research
Abstract/Description
Many researchers who study the relations between school resources and student achievement have worked from a causal model, which typically is implicit. In this model, some resource or set of resources is the causal variable and student achievement is the outcome. In a few recent, more nuanced versions, resource effects depend on intervening influences on their use. We argue for a model in which the key causal agents are situated in instruction; achievement is their outcome. Conventional resources can enable or constrain the causal agents in instruction, thus moderating their impact on student achievement. Because these causal agents interact in ways that are unlikely to be sorted out by multivariate analysis of naturalistic data, experimental trials of distinctive instructional systems are more likely to offer solid evidence on instructional effects.
Author/creator
Date
In publication
Volume
25
Issue
2
Pages
119-142
Resource type
Background/Context
Medium
Print
Background/context type
Policy
Conceptual
Open access/free-text available
Yes
Peer reviewed
Yes
ISSN
0162-3737
Citation
Cohen, D. K., Raudenbush, S. W., & Ball, D. L. (2003). Resources, Instruction, and Research. Educational Evaluation and Policy Analysis, 25(2), 119–142. https://doi.org/10.3102/01623737025002119
Resource status/form
Published Text
Scholarship genre
Theoretical
Comments
No comment yet! Be the first to add one!