Resources, instruction, and research
Resources, instruction, and research
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DOI：
10.3102/01623737025002119
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发表时间：
2003-06-01
影响因子：
3.4
通讯作者：
Ball, DL
中科院分区：
文献类型：
--
作者：
Cohen, DK;Raudenbush, SW;Ball, DL
许多研究学校资源和学生成绩之间关系的研究人员都是从一个通常是隐含的因果模型出发的。在这个模型中，一些资源或一组资源是因变量，学生成绩是结果。在最近几个更裸露的版本中，资源效应取决于对其使用的介入性影响。我们主张一个模型，在这个模型中，关键的因果因素位于教学中；成就是他们的结果。传统资源可以促进或限制教学中的因果因素，从而缓和其对学生成绩的影响。因为这些因果因素相互作用的方式不太可能通过对自然数据的多变量分析来分类，所以对独特的教学系统的实验试验更有可能为教学效果提供坚实的证据。
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.