Resources, Instruction, and Research

By D. Cohen, Stephen Raudenbush, Deborah Loewenberg Ball. 2003

1,044 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/20d76c4c6dc7331a22db7aaeb2b725615da93b79

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In Education

Citations in the corpus

Reexamining Social Class Differences in the Availability and the Educational Utility of Parental Social Capital (2008, background): “…less directly associated with students’ learning and are perhaps least able to deal with other kinds of resources (e.g., social network configurations that facilitate or inhibit the exchange of educationally important resources) perhaps most directly related to learning (Cohen et al., 2003).”
Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes. (2005, background): “The purpose of this study was to examine a core system or model of instruction that included the effects of teachers’ qualifications and classroom practices on student outcomes (Cohen et al., 2003), embedded within a larger system including SES, home, preschool and child characteristics that occurre”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “Other research has also confirmed that school resources matter, but that translating resources to higher student academic performance is dependent on how schools and teachers are able to use those resources to improve more proximal features in the classroom, such as instructional quality (Archibald ”
The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students (2009, background): “Theoretically and practically, they are necessary but not sufficient to promote student learning ( Cohen, Raudenbush, & Ball, 2003 ).”
The Work of Teaching and the Challenge for Teacher Education (2009, neutral): “Teaching involves identifying ways in which a learner is thinking about the topic or problem at hand, to structure the next steps in the learner’s development, and to oversee and assess the learner’s progress (see Ball & Forzani, 2007; Cohen et al., 2003).”
How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility (2008, background): “As D. Cohen et al. (2003) noted, this is because teachers and students are independent and idiosyncratic actors.”
Studying the Practical Rationality of Mathematics Teaching: What Goes Into “Installing” a Theorem in Geometry? (2011, background): “The responsibility to teach a particular mathematical domain (such as algebra or geometry) to high-school students in school classrooms places the teacher in a set of global relationships with the subject matter and the students ( Cohen, Raudenbush, & Ball, 2003 ).”
The Effects of Teacher Qualification, Teacher Self-Efficacy, and Classroom Practices on Fifth Graders' Literacy Outcomes (2012, background): “In this study, teacher self-efficacy and teachers’ qualifications, specifically, years of education and years of experience, are brought together with direct classroom observation data in a single analytic model for upper-elementary-age students to provide a more complete model of instruction (Cohen”
Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues (2012, background): “Both are considered prime resources for teaching mathematics (Ball and Cohen 1996, Cohen et al. 2003) and both are thought to leave a significant mark on the quality of instruction (Remillard 2005, Stein et al. 2007).”