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ERIC Number: EJ782424
Record Type: Journal
Publication Date: 2003
Pages: 24
Abstractor: Author
Reference Count: 57
ISSN: ISSN-0162-3737
Resources, Instruction, and Research
Cohen, David K.; Raudenbush, Stephen W.; Ball, Deborah Loewenberg
Educational Evaluation and Policy Analysis, v25 n2 p119-142 2003
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.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A