ABSTRACT
This chapter discusses some conceptual and methodological issues that are typically associated with intervention research in classroom settings, and proposes the use of a longitudinal multivariate methodology that permits inferences about the nature of behavioral change and the factors associated with such change. At issue is the extent to which contextual (ecological) perspectives can be considered in conjunction with individual differences to help explain how children learn. By design, then, this chapter and the conference on which it is based seek to identify models, rules, and methodologies for the analysis of instructional environments and their relationships with school learning and school failure.
