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Suggested Citation:"Index." 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 125
Suggested Citation:"Index." 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 126
Suggested Citation:"Index." 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 127
Suggested Citation:"Index." 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 128
Suggested Citation:"Index." 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 129
Suggested Citation:"Index." 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 130

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Index A Aspirations for a critical view of claims about AAAS. See American Association for the standards, 94-95 Advancement of Science for different forms of inquiry, 94 Accountability in the education system, for Framework-driven research on 8, 33, 59-69 nationally developed standards, college entrance and placement 94-95 practices, 64-65 regarding the Framework as evolving how standards might influence, 67- rather than final, 94 68 Assessment in the education system, 8, and nationally developed standards, 33, 59-69 68-69 in the classroom, 62-63 state and district policies, 63-64 college entrance and placement ACT, 65 practices, 64-65 Alignment in the education system, 60-67 of district investment in teacher how standards might influence, 67- professional development with 68 nationally developed content impact and unintended standards, 89-90 consequences of, 65-67 American Association for the and nationally developed standards, Advancement of Science (AAAS), 68-69 19, 22, 43, 88 state and district policies, 63-64 American Chemical Society, 75 American Institute of Biological B Sciences (AIBS), 43 Applications of the Framework, 9-10, Benchmarks for Scientific Literacy, 22, 88 79-95 examining claims and inferences C reported in current studies, 88-92 Certification, 52-53 generating questions and hypotheses Changes for future investigations, 92-93 attributable to nationally developed situating current studies, 86-88 standards, 6, 37, 81 125

INVESTIGATING THE INFLUENCE OF STANDARDS Channels within education through and development of instructional which nationally developed materials and programs, 41-42 standards influence teaching and implications of policy decisions for, learning, 6-8, 82 39-41 assessment and accountability, 8 influence of standards on, 44-46 as complex, interactive, and varied, 82 and nationally developed standards, curriculum, 6-7 46-47 teacher development, 7-8 selection mechanisms for, 42-44 Classroom assessment, 62-63 College entrance and placement D practices, 64-65 Contextual forces that influence the Development of instructional materials education system, 71-77 and programs, 41-42 and nationally developed standards, Development of national standards 76-77 in mathematics, 20-21 as a source of influence, 8-9 in science, 22-23 in which standards evolved, 18-20 in technological literacy, 24 who affects the education system District-level standards from ‘outside,’ 71-75 assessment and accountability Criteria for measuring effectiveness of policies, 23, 63-64 standards, 82-83 curricular, 46 Critical view of claims about standards enabling innovative evaluation, 63- 64 stimulated by the Framework, 94-95 influence of corporations on, 73 Current studies power residing in, 31 on aligning district investment in for teacher training, 55 teacher professional Dual-language materials, 45 development with nationally developed content standards, 89- 90 E on declining science scores in a Education governance district committed to NRC and channels through which reform standards, 91 might flow, 32 examining claims and inferences Education Summit, 60 reported in, 88-92 Effects of standards-based practices on standards-based classroom on decision making, 73-74 practice in mathematics, 89 on the education system, 71-75 on student achievement gains in on students, 6, 37-38, 82 states which align mathematical Eisenhower Professional Development standards with NCTM standards, Program, 40 90-91 Elements of the Framework, 33-38 Curriculum in the education system, 39- Everyday Mathematics program, 86 44 as a channel of influence, 6-7, 32, 39- 47 126

Index F H Framework for investigating the Hypothetical studies, 84-85 influence of education standards, 4-6, 29-38, 80, 113 I actions taken, 5, 36-37 changes attributable to standards, 6, Improving America’s Schools Act, 60 37 Individuals with Disabilities Education changes in teaching created by Act, 60 nationally developed standards, Inquiry 81 different forms stimulated by the channels of influence as complex, Framework, 94 interactive, and varied, 82 International Technology Education criteria by which effectiveness of Association (ITEA), 1-3, 12, 17, standards will be measured, 82- 19-20, 22, 24, 26-27, 75, 81, 89-90 83 Iowa Test of Basic Skills, 86 effects of changes attributable to ITEA. See International Technology influence of standards, 82 Education Association effects of standards-based practices on students, 6, 37-38 K elements of, 33-38 Knowledge influence of nationally developed assembling, 92 standards as indirect, entangled, and long-term, 81-82 L influence within education system as varying, 82 Licensure, 52-53 parts addressed in the Briars and Local-level standards. See District-level Resnick study, 87 standards reception and interpretation of nationally developed standards, M 5, 36 regarded as evolving rather than Mathematics and Science Content final, 94 Standards and Curriculum, 87-88 research task for, 82 Mathematics education in review, 79-83 Framework for investigating the on the U.S. education system, 29-33 influence of standards on, 17-27, Future investigations, 92-93 80, 113 assembling knowledge, 92 Mathematics Education of Teachers identifying gaps, 93 Project, 51n G N Nation at Risk, A, 18 Gaps Nation Prepared, A: Teachers for the 21st identifying, 93 Century, 18 127

INDEX National Aeronautics and Space influence on teacher development, Administration (NASA), 22, 24 55-56 National Assessment of Educational influence on those “outside” the Progress (NAEP), 61 system, 75-76 National Board for Professional perspectives on, 2-3 Teaching Standards (NBPTS), reception and interpretation of, 5, 36 53, 62, 72 NBPTS. See National Board for National Commission on Mathematics Professional Teaching Standards and Science Teaching for the NCATE. See National Council for 21st Century, 74 Accreditation of Teacher National Council for Accreditation of Education Teacher Education (NCATE), NCTM. See National Council of 52 Teachers of Mathematics National Council of Teachers of New Standards Mathematics Reference Mathematics (NCTM), 1-3, 12, Examination, 86 17, 19-22, 26-27, 75, 81, 86, 88-90 NRC. See National Research Council National Education Goals Panel, 19 NSTA. See National Science Teachers National Education Summit, 19 Association National Institutes of Health, 22 National Research Council (NRC), 1-3, P 12, 17, 19-20, 22, 26-26, 81, 88, 91 National Science Education Standards, 12, Policy decisions implications of, 39-41 22, 88 Principles and Standards for School basic principles and features of, 23 Mathematics, 12, 20-21 National Science Foundation (NSF), 22, basic principles and features of, 21 86 Professional development National Science Teachers Association ongoing, 53-55 (NSTA), 22, 51n, 75 Professional Standards for Teaching National standards, 17-27, 80, 113 Mathematics, 12, 20 “black box” of, 12 commonalities across the mathematics, science, and Q technology standards, 24-27 Questions for investigating the context in which standards evolved, influence of nationally developed 18-20 standards, 35, 92-93 developing, for technological assembling knowledge, 92 literacy, 24 identifying gaps, 93 developing, in mathematics, 20-21 developing, in science, 22-23 S evolution of, 18-20 as indirect, entangled, varied, and SAT, 65 long-term, 81-82 Science education influence on assessment and Framework for investigating the accountability, 67-68 influence of standards on, 17-27, influence on curriculum, 44-46 80, 113 128

Index Science for All Americans, 19, 22 State-level standards Selection mechanisms for texts and assessment and accountability instructional materials, 42-44 policies, 23, 63-64 Situating current studies, 86-88 for certification, 52-53 Mathematics and Science Content curricular, 35, 44, 46, 90 Standards and Curriculum, 87-88 enabling innovative evaluation, 63- Standards, Assessments, and What 64 Else? The Essential Elements of evolution debate in Kansas, 72 Standards-Based School incorporating nationally developed Improvement, 86-87 standards, 68-69 Sputnik influence of corporations on, 73 Soviet launching of, 18 lobbying regarding, 73-74 Standards, 17-27, 80, 113 movements to reform, 19, 81 “black box” of, 12 power residing in, 30-31 commonalities across the on student access, 40 mathematics, science, and for teacher training, 55 technology standards, 24-27 and tests, 39, 60-62 context in which standards evolved, Student achievement gains 18-20 in states which align mathematical developing, for technological standards with NCTM standards, literacy, 24 90-91 developing, in mathematics, 20-21 developing, in science, 22-23 T evolution of, 18-20 Teacher development as a channel of as indirect, entangled, varied, and influence, 7-8, 33, 49-58, 50-55 long-term, 81-82 certification and licensure, 52-53 influence on assessment and in the education system, 50-55 accountability, 67-68 and nationally developed standards, influence on curriculum, 44-46 57-58 influence on teacher development, on ongoing professional 55-56 development, 53-55 influence on those “outside” the on teacher preparation, 50-52 system, 75-76 Technology education for mathematics, science, and Framework for investigating the technology education, 80, 113 influence of standards on, 17-27, perspectives on, 2-3 80, 113 reception and interpretation of, 5, 36 Technology for All Americans: A Rationale Standards, Assessments, and What Else? and Structure for the Study of The Essential Elements of Technology, 24 Standards-Based School Technology for All Americans project, Improvement, 86-87 24 Standards for Technological Literacy: Testing, Teaching, and Learning, 12 Content for the Study of Technology, Textbook adoption criteria, 45 12, 24 basic principles and features of, 25 129

INDEX Third International Mathematics and U.S. education system, 3-4, 31-33 Science Study, 40, 74 assessment and accountability, 33 curriculum, 32 U teacher development, 33 U.S. Department of Education, 22, 31, 40, 72 130

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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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