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Suggested Citation:"REFERENCES." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
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REFERENCES American Association for the Advancement of Science. (1989). Science for all Americans: A Project 2061 report on literacy goals in science, mathematics, and technology. Washington, DC: Author. American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press. American Association for the Advancement of Science. (2000). Middle grades mathematics textbooks: A benchmarks-based evaluation. Washington, DC: Author. American Educational Research Association. (2000). Position statement of the American Educational Research Association concerning high-stakes testing in preK-12 education. Educational Researcher, 29(8), 24-25. Anderson, R.D. (1996). Final Technical Research Report: Study of curriculum reform: Findings and conclusions, Volume 1. Research conducted under contract No. RR91172001 with OERI. Washington, DC: U.S. Government Printing Office. Anderson, R.D., and Helms, J.V. (2001). The Ideal of Standards and The Reality of Schools: Needed Research. Journal of Research in Science Teaching, 38(1), 3-16. Anderson, R.D., and Mitchener, C.P. (1994). Research on Science Teacher Education. In D.L. Gabel (Ed.), Handbook of Research on Science Teaching and Learning. New York: Macmillan. Armstrong, J., Davis, A., Odden, A., and Gallagher, J. (1998). The impact of state policies on improving science curriculum. Denver, CO: Education Commission of the States. Ball, D.L. (1996). Teacher learning and the mathematics reforms: What do we think we know and what do we need to learn? Phi Delta Kappan, 77, 500-508. Barton, P.E. (1999). Too much testing of the wrong kind; too little of the right kind in K- 12 education. Princeton, NJ: Educational Testing Service. Battista, M.T. (1999). The Mathematical Miseducation of America’s Youth: Ignoring Research and Scientific Study in Education. Phi Delta Kappan, 80(6), 424-433. Becker, J.P. and Jacob B. (2000). The Politics of California School Mathematics: The Anti-Reform of 1997-99. Phi Delta Kappan, 81(7), 529-537. Belluck, P. (2000, August 3). Evolution’s Foes Dealt a Defeat in Kansas Vote. The New York Times. Available: http://college2.nytimes.com/guests/articles/2000/ 08/03/592031.xml. [Accessed August 30, 2001.] Black, P., and Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139-144. 97

INVESTIGATING THE INFLUENCE OF STANDARDS Black, P., and Atkin, M.J. (Eds.). (1996). Changing the subject: Innovations in science, mathematics and technology education. London: Routledge. Briars, D.J., and Resnick, L.B. (2000). Standards, assessments—and what else? The essential elements of standards-based school improvement. CSE Technical Report 528. Los Angeles, CA: University of California, Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing. Bybee, R.W. (1997). Achieving scientific literacy: From purposes to practices. Ports- mouth, NH: Heinemann. Carnegie Forum on Education and the Economy. (1986). A nation prepared: Teachers for the 21st century. The report of the Task Force on Teaching as a Profession. Washington, DC: The Forum. Carpenter, T.P., Fennema, E., Peterson, P.L., Chiang, C., and Loef, M. (1989). Using knowledge of children’s mathematical thinking in classroom teaching: An experimental study. American Educational Research Journal, 26, 499-532. Clopton, P., McKeown, E., McKeown, M., and Clopton, J. (1998). Mathematically correct: Algebra I reviews. Available: http://www.intres.com/mc/algebra.htm. [Accessed September 13, 2001.] Clotfeler, C.T., and Ladd, H.F. (1996). Recognizing and rewarding success in public schools. In H.F. Ladd (Ed.), Holding schools accountable: Performance- based reform in education (pp. 23-63). Washington, DC: Brookings Institution. Cohen, D.K., and Hill, H.G. (2000). Instructional policy and classroom perfor- mance: The mathematics reform in California. Teachers College Record, 102(2), 294-343. Collins, A. (1997). National Science Education Standards: Looking Backward and Forward. The Elementary School Journal, 97(4), 299-313. Conference Board on Mathematical Sciences. (2000). CBMS Mathematical Education of Teachers Project. Draft report—September 2000. Available: http:// www.maa.org/cbms/metdraft/index.htm. [Accessed December 12, 2000.] Council of Chief State School Officers. (1997). Mathematics and science content standards and curriculum frameworks: States progress on development and implemen- tation. Washington, DC: Author. Council of Chief State School Officers. (1998). Standards, graduation, assessment, teacher licensure, time and attendance: A 50-state report, August 1998. Washington DC: Author. Council of Chief State School Officers. (1999a). Data from the Annual Survey of State Student Assessment Programs: Data on 1997-1998 statewide student assessment programs, Volume 1 and 2. Washington, DC: Author. Council of Chief State School Officers. (1999b). State indicators of science and mathematics education: State-by-state trends and new indicators from the 1997-98 school year. Washington, DC: Author. Council of Chief State School Officers. (2000). Using data on enacted curriculum in mathematics and science: Sample results from a study of classroom practices and subject content. Washington, DC: Author. Darling-Hammond, L. (2000, January). Teaching for America’s future: A progress report for the millennium, Congressional Program, 15(1), 53-66. Paper presented at a conference in Aspen, CO. 98

References Davis, A., and Armstrong, J. (1990). State initiatives in assessing science education. In This Year in School Science 1990: Assessment in the Service of Reform. Washing- ton, DC: American Association for the Advancement of Science. DeBoer, G. (1991). History of ideas in science education. New York: Teachers College Press. Dugger, W.E. (2000). Standards for technological literacy. The Technology Teacher, 59(5), 8-13. Dugger, W.E. (2001). Standards for technological literacy. Phi Delta Kappan, 82(7), 513-517. Dwyer, C.A. (1998). Assessment and Classroom Learning: Theory and Practice. Assessment in Education, 5(1), 131-137. Education Commission of the States. (1983). A 50-state survey of initiatives in science, mathematics and computer education. ECS Working Papers, No. SM-83-1. Task Force on Education for Economic Growth. Denver, CO: Author. Education Trust. (1999a). Not Good Enough: A Content Analysis of Teacher Licensing Examinations. Thinking K-16, 3(1). Washington, DC: Author. Education Trust. (1999b). Ticket to Nowhere: The Gap Between Leaving High School and Entering College and High-Performance Jobs. Thinking K-16, 3(2). Washington, DC: Author. Education Week. (2001, January). Special Report: Quality counts 2001: A better balance: Standards, tests, and the tools to succeed. Seeking Stability for Standards-Based Education 20(17). Fennema, E., Franke, M.L., Carpenter, T.P., and Carey, D. (1993). Using children’s mathematical knowledge in instruction. American Educational Research Journal, 30, 555-583. Ferrini-Mundy, J. and Schram, T. (1997). Highlights and Implications. In Ferrini- Mundy, J. and Schram, T. (Eds.) The Recognizing and Recording Reform in Mathematics Education Project: Insights, Issues, and Implications in Journal for Research in Mathematics Education Monograph No.8. Reston, VA: National Council of Teachers of Mathematics. Fuhrman, S. and Elmore, R.F. (1994). Governors and education policy in the 1990s. In R.F. Elmore and S. Fuhrman (Eds.), The Governance of Curriculum. 1994 Yearbook of the Association for Supervision and Curriculum Development. Alexan- dria, VA: Association for Supervision and Curriculum Development. Fullan, M. (2000). The return of large-scale reform. Journal of Educational Change, 1, 5-28. Garet, M. S., Birman, B.F., Porter, A.C., Desimone, L., Herman, R., and Yoon, K.S. (1999). Designing effective professional development: Lessons from the Eisenhower Program. Washington, DC: U.S. Department of Education. Glaser, R., and Silver, E. (1994). Assessment, Testing, and Instruction: Retrospect and Prospect. In L. Darling-Hammond (Ed.), Review of Research in Education. Washington, DC: American Educational Research Association. Goertz, M.E. (2000). Implementing standards-based reform: Challenges for state policy. In T. Duggan and M. Holmes (Eds.), Closing the gap, (pp. 65-82). Washington, DC: Council for Basic Education. Grissmer, D., and Flanagan, A. (1998). Exploring rapid achievement gains in North Carolina and Texas. Washington, DC: National Education Goals Panel. 99

INVESTIGATING THE INFLUENCE OF STANDARDS Grossman, P.L., and Stodolsky, S.S. (1995). Content as Context: The Role of School Subjects in Secondary School Teaching. Educational Researcher, 24, 5- 11. Haertel, E.H. (1999). Performance Assessment and Education Reform. Phi Delta Kappan, 80(9), 662-666. Hebel, S. (2001, February 9). The Universities Push to Influence State Tests for High-School Students. The Chronicle of Higher Education. Hirsch, E., Koppich, J.E., and Knapp, M.S. (2000). Revisiting what states are doing to improve the quality of teaching—A CTP Working Paper. College of Education, University of Washington, Seattle. Available: http://depts.washington.edu/ ctpmail/. [Accessed December 12, 2000.] Humphrey, D.C., Anderson, L., Marsh, J., Marder, C., and Shields, P.M. (1997). Eisenhower mathematics and science state curriculum frameworks projects: Final evaluation report. Washington, DC: U.S. Department of Education. Hurd, P.D. (1960). Science education for changing times. Rethinking Science Education. Fifty-ninth Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press. Hurd, P.D., and Gallagher, J.J. (1968). New directions in elementary science education. San Francisco: Wadsworth. Ingersoll, R. (1998). The Problem of Out-of-Field Teaching. Phi Delta Kappan, 79(10), 773-776. International Technology Education Association. (1996). Technology for all Americans: A rationale and structure for the study of technology. Reston, VA: Author. International Technology Education Association. (2000). Standards for technological literacy: Content for the study of technology. Reston, VA: Author. Johnson, J., and Aulicino, C. (1998). Summing it up: A review of survey data on education and the national education goals. A report from Public Agenda. New York: Public Agenda. Keller, B. (2000). Elections Seen as Mandate for Bipartisan School Policy. Education Week, 10(11), 14 and 19-20. Kelley, C., Odden, A., Milanowski, A., and Heneman III, H. (2000). The motiva- tional effects of school-based performance awards. CPRE Policy Brief RB-29. Available: http://www.gse.upenn.edu/cpre/frames/pubs.html. [Accessed December 13, 2000.] Kennedy, M. (1998). Form and substance in inservice teacher education. Research Monograph No. 13. Madison, WI: University of Wisconsin, National Institute for Science Education. Kirst, M.W., Anhalt, B., and Marine, R. (1997). Politics of science education standards. The Elementary School Journal, 97(4), 315-328. Kirst, M.W., and Bird, R.L. (1997). The politics of developing and sustaining mathematics and science curriculum content standards. Advances in Educational Administration, 5, 107-132. Klein, D. (2000). Testimony of David Klein: April 4, 2000: Before the U.S. House of Representatives Committee on Appropriations’ Subcommittee on Labor, Health and Human Services, Education and Related Activities. Available: http:// mathematicallycorrect.com/house.htm. [Accessed June 11, 2001.] 100

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Since 1989, with the publication of Curriculum and Evaluation Standards for Mathematics by the National Council of Teachers of Mathematics, standards have been at the forefront of the education reform movement in the United States. The mathematics standards, which were revised in 2000, have been joined by standards in many subjects, including the National Research Council's National Science Education Standards published in 1996 and the Standards for Technical Literacy issued by the International Technology Education Association in 2000.

There is no doubt that standards have begun to influence the education system. The question remains, however, what the nature of that influence is and, most importantly, whether standards truly improve student learning. To answer those questions, one must begin to examine the ways in which components of the system have been influenced by the standards.

Investigating the Influence of Standards provides a framework to guide the design, conduct, and interpretation of research regarding the influences of nationally promulgated standards in mathematics, science, and technology education on student learning. Researchers and consumers of research such as teachers, teacher educators, and administrators will find the framework useful as they work toward developing an understanding of the influence of standards.

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