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.
- Date
- In publication
- Educational Evaluation and Policy Analysis
- Volume
- 25
- Issue
- 2
- Pages
- 119-142
- Resource type
- en Background/Context
- Medium
- en Print
- Background/context type
- en Policy
- en Conceptual
- Open access/free-text available
- en Yes
- Peer reviewed
- en Yes
- Language
- en
- 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
- Cited in
- The Policy Context of United States Educational Innovation and Improvement
- Critical Social Network Analysis as a Method for Examining How Power Mediates Improvement Efforts
- Resource status/form
- en Published Text
- Scholarship genre
- en Theoretical
- Abbreviation
- Educational Evaluation and Policy Analysis
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