Assessing the Effectiveness of Instructional Resource Allocation and Use.Report as inadecuate




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This paper reports on a 1992 study of mathematics-assessment data by measuring key instructional resources and practices and by investigating the ways in which the resources and practices affect student learning in a multilayered, complex school system. The study examined research methods that assess the effectiveness of instructional resource allocation. The results encourage the possibility of applying objective measurement and multilevel analysis methods to survey and test data for assessing the effectiveness of instructional resource allocation and use. Findings show that the availability of both human and physical resources is positively associated with the level of desired instructional practices across states. Generally, the effect of human resources is greater than the effect of physical resources. Furthermore, the level of desired instructional practices is positively related to the level of academic achievement across states, although the relationship between instructional resources and practices varied from state to state. Setting desired levels of standards of instructional resources and practices may be tailored to individual states' unique status of resource allocation and use. States that are more effective in using physical resources than in using human resources should set standards for physical resources at higher levels than for human resources. (Contains 17 references.) (RJM)

Descriptors: Academic Achievement, Educational Assessment, Grade 8, Instructional Effectiveness, Instructional Improvement, Junior High Schools, Mathematics Instruction, Resource Allocation, School Effectiveness











Author: Lee, Jaekyung

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10748&id=ED436821







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