The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Resources, Instruction, and Research
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.
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Cites
Estimating causal effects of treatments in randomized and nonrandomized studies
Rubin, D. B. (1974) · Journal of Educational Psychology · doi:10.1037/h0037350 · Cited by 9,436
Motivational processes affecting learning.
Dweck, C. S. (1986) · American Psychologist · doi:10.1037/0003-066x.41.10.1040 · Cited by 6,971
Statistics and Causal Inference
Holland, P. W. (1986) · Journal of the American Statistical Association · doi:10.1080/01621459.1986.10478354 · Cited by 5,293
Rosenthal, R., & Jacobson, L. (1968) · The Urban Review · doi:10.1007/bf02322211 · Cited by 3,878
Teaching Problems and the Problems of Teaching
(2002) · Choice Reviews Online · doi:10.5860/choice.39-4714 · Cited by 983
Catholic Schools and the Common Good
BRYK, A. S., Lee, V. E., & Holland, P. B. (1993) · doi:10.4159/9780674029033 · Cited by 973
Englert, C. S., Raphael, T. E., Anderson Helene M. Anthony, L. M., & Stevens, D. D. (1991) · American Educational Research Journal · doi:10.3102/00028312028002337 · Cited by 383
Raudenbush, S. W. (1984) · Journal of Educational Psychology · doi:10.1037/0022-0663.76.1.85 · Cited by 302 · cited 1×
“"I The renowned "pygmalion" experiments (Rosenthal & Jacobson, 1968) in classrooms can be read as a scheme to change the instruction (read "treatment") that teachers offered students by experimentally inflating evidence on students' IQs ( Raudenbush 1984 ).”
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Cited by
Professional Development and Teacher Learning: Mapping the Terrain
Borko, H. (2004) · Educational Researcher · doi:10.3102/0013189x033008003 · Cited by 4,208
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
Hill, H. C., Rowan, B., & Ball, D. L. (2005) · American Educational Research Journal · doi:10.3102/00028312042002371 · Cited by 2,812
Self-citationThe Work of Teaching and the Challenge for Teacher Education
Loewenberg Ball, D., & Forzani, F. M. (2009) · Journal of Teacher Education · doi:10.1177/0022487109348479 · Cited by 1,675
Seidel, T., & Shavelson, R. J. (2007) · Review of Educational Research · doi:10.3102/0034654307310317 · Cited by 1,259
Kraft, M. A., Blazar, D., & Hogan, D. (2018) · Review of Educational Research · doi:10.3102/0034654318759268 · Cited by 1,202
Metadata
- Authors
- Cohen, D. K., Raudenbush, S. W., & Ball, D. L.
- Venue
- Educational Evaluation and Policy Analysis
- Published
- 2003-06
- Volume
- 25
- Issue
- 2
- Pages
- 119-142
- ISSN
- 0162-3737 (ISSN-L)
- 1935-1062
- OpenAlex
- W2109700222
- Cited by
- 983
- References
- 8
- FWCI
- 108.28
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
