ABSTRACT
In the context of supported collaborative teacher inquiry (SCTI), we defi ne resource in a broad sense to include tangible and intangible objects and expertise capable of supporting the collaborative inquiry process. Although, by defi nition, a resource is potentially helpful, it does not automatically, or even necessarily, transcend to the level of support. The mere provision of resources to teachers engaged in inquiry does not ensure positive impacts, or any impact at all. Cohen, Raudenbush, & Ball (2003) address this with respect to instruction:
The effects of resources depend on both access and use: students and teachers cannot use resources they don’t have, but the resources they do have are not self-acting. Simply collecting a stock of conventional resources cannot create educational quality, for quality does not arise simply from such attributes. (p. 122)
Similarly, in order to understand the nature and level of support that resources provide to teachers engaged in SCTI, it is insuffi cient to merely
review lists and descriptions of potential and actual resources. For example, multiple resources can be mutually supportive and provide opportunities or information that a single resource cannot (Gamoran et al., 2003; McLauglin & Talbert, 2006).
