Resources, Instruction, and Research

Autor/inn/en	Cohen, David K.; Raudenbush, Stephen W.; Ball, Deborah Loewenberg
Titel	Resources, Instruction, and Research
Quelle	In: Educational Evaluation and Policy Analysis, 25 (2003) 2, S.119-142 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/01623737025002119
Schlagwörter	Causal Models; Academic Achievement; Instructional Systems; Educational Research; Educational Resources; Outcomes of Education; Elementary Education + Suchen Sie Ihr Suchwort? Kausalanalyse; Schulleistung; Unterrichtsorganisation; Bildungsforschung; Pädagogische Forschung; Bildungsmittel; Lernleistung; Schulerfolg; Elementarunterricht
Abstract	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. (Contains 1 figure and 20 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10