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Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education (2002)

Chapter: APPENDIX A Participants at the Workshop on Understanding the Influence of Standards in K-12 Science, Mathematics, and Technology Education

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Suggested Citation:"APPENDIX A Participants at the Workshop on Understanding the Influence of Standards in K-12 Science, Mathematics, and Technology Education." 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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Page 109
Suggested Citation:"APPENDIX A Participants at the Workshop on Understanding the Influence of Standards in K-12 Science, Mathematics, and Technology Education." 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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Page 110
Suggested Citation:"APPENDIX A Participants at the Workshop on Understanding the Influence of Standards in K-12 Science, Mathematics, and Technology Education." 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.
×
Page 111
Suggested Citation:"APPENDIX A Participants at the Workshop on Understanding the Influence of Standards in K-12 Science, Mathematics, and Technology Education." 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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Page 112

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APPENDIX A Participants at the Workshop on Understanding the Influence of Standards in K-12 Science, Mathematics, and Technology Education MAY 31–JUNE 1, 2000 WASHINGTON, D.C. Invited Participants David Grissmer Mitchell D. Chester Associate Research Director Executive Director for RAND Accountability and 1200 S. Hayes Street Assessment Arlington, VA 22202 School District of Philadelphia 2120 Winter Street, Room 406 Maryellen Harmon Philadelphia, PA 19103 Science and Mathematics Consultant Jere Confrey 135 Maplewood Street Professor Watertown, MA 02472-1408 Department of Curriculum and Instruction Michael Lang University of Texas at Austin Director of Science Programs 1912 Speedway, SZB 105700, Maricopa Community Colleges 78705 District Austin, TX 78712 2411 West 14th Street Tempe, AZ 85281-6942 Anthony Gilberti Professor Carolyn R. Mahoney Industrial Technology Founding Faculty Education Department Department Chair and School of Technology Professor of Mathematics Indiana State University Department of Mathematics 219B Technology Center California State University, San Terre Haute, IN 47809 Marcos San Marcos, CA 92096-0001 109

A: PARTICIPANTS AT THE WORKSHOP Shirley Malcom Judy Roitman Director Mathematics Professor Directorate for Education and University of Kansas Human Resources Lawrence, KS 66045 American Association for the Advancement of Science Ethel Schulz 1200 New York Avenue, NW Science Education Consultant Washington, DC 20005 158 Whalers Lane Salem, MA 01970 Judith Mumme Co-Principal Investigator Deborah C. Smith Videocases for Mathematics Assistant Professor Professional Development Science Education and Mathematics 324 Erickson Hall Renaissance K-12 Michigan State University VCSSO East Lansing, MI 48824 570 Airport Way Camarillo, CA 93010-8500 William Trent Professor Greg Pearson Educational Policy Studies and Program Officer Sociology National Academy of University of Illinois Engineering College of Education, Room 2101 Constitution Avenue, NW 368 Washington, DC 20418 Champaign, IL 61820 Senta A. Raizen Rachel E. Wood Director Education Associate National Center for Improving Delaware Department of Science Education/WestEd Education 1726 M Street, NW, Suite 704 Science Resource Center Washington DC 20036 655 Glenwood Avenue Smyrna, DE 19977-1206 Carolyn Ray Director Sponsor Representatives Urban Systemic Initiative Janice M. Earle Cleveland Municipal School Program Director District Division of Elementary, 1380 East 6th Street, R Secondary, and Informal Room 227 Education Cleveland, OH 44114 National Science Foundation 4201 Wilson Boulevard Arlington, VA 22230 110

A: Participants at the Workshop Jane Butler Kahle Mari Muri Division Director Mathematics Consultant Division of Elementary, Connecticut Department of Secondary, and Informal Education Education P.O. Box 2219 National Science Foundation 165 Capitol Avenue 4201 Wilson Boulevard Hartford, CT 06145 Arlington, VA 22230 Patrick Shields Members, Committee on Program Manager Understanding the Influence SRI International of Standards 333 Ravenswood Iris R. Weiss, Chair Menlo Park, CA 94025 President Horizon Research, Inc. Judith Sowder 111 Cloister Court Professor Suite 220 San Diego State University Chapel Hill, NC 27514 Department of Mathematical and Computer Science Maria Alicia Lopez Freeman San Diego, CA 92182-7720 Executive Director California Science Project Elizabeth K. Stage 3806 Geology Building Mathematics Professional University of California Development Initiatives Los Angeles, CA 90095-1567 University of California Office of the President Margaret Goertz 300 Lakeside Drive, 7th floor Co-Director for the Policy & Oakland, CA 94612 Governance Program Area Consortium for Policy Research Kendall Starkweather in Education Executive Director Graduate School of Education International Technology University of Pennsylvania Education Association 3440 Market Street, Suite 560 1914 Association Drive Philadelphia, PA 19104-3325 Reston, VA 20191 Michael S. Knapp P. Uri Treisman Director, Center for the Study Director of Teaching and Policy The Charles A. Dana Center for University of Washington Mathematics and Science College of Education Education Miller Hall, M201 University of Texas at Austin Box 353600 2901 North IH 35, Suite 3.200 Seattle, WA 98195 Austin, TX 78712 111

A: PARTICIPANTS AT THE WORKSHOP Members, Center for Gail Burrill Education’s Strategic Senior Program Officer Planning Advisory Group Phone: 202-334-2085 Melvin D. George, Chair Email: gburrill@nas.edu President Emeritus and Professor of Mathematics Michael Feuer Emeritus Executive Director University of Missouri Phone: 202-334-1868 1509 W. Rollins Road Email: mfeuer@nas.edu Columbia, MO 65203 Karen Hollweg J. Myron Atkin Senior Program Officer Professor Phone: 202-334-3055 Stanford University Email: khollweg@nas.edu School of Education 520 Galvez Mall Tina Winters Stanford, CA 94305-3096 Senior Project Assistant Phone: 202-334-3084 Joan Ferrini-Mundy Email: twinters@nas.edu Associate Dean, College of Natural Science Division of Science and Mathematics Education Michigan State University 210 North Kedzie Laboratory East Lansing, MI 48824-1031 Staff, Center for Education Mailing address: Center for Education National Research Council 2101 Constitution Avenue, NW Harris Building, Room 450 Washington, DC 20418 Fax: 202-334-1453 112

Next: APPENDIX B A Framework for Investigating the Influence of Nationally Developed Standards for Mathematics, Science, and Technology Education »
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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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