Resources, instruction, and research

被引:396
|
作者
Cohen, DK [1 ]
Raudenbush, SW [1 ]
Ball, DL [1 ]
机构
[1] Univ Michigan, Sch Educ, Ann Arbor, MI 48109 USA
关键词
experiments; instructional effects; research and policy; school effects;
D O I
10.3102/01623737025002119
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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 naunced 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.
引用
收藏
页码:119 / 142
页数:24
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