work is needed to represent the education system, how reform ideas (such as standards) move through the system, and possible system and learner responses to the standards. In essence, such a “framework” represents a conceptual map—a set of organizing categories and presumed relationships among them—and a set of guiding questions to prompt inquiry within the map’s territory. Schematically, this document’s Framework can be represented as in Figure 8–1.

FIGURE 8–1 A Framework for Investigating the Influence of Nationally Developed Standards for Mathematics, Science, and Technology Education

NOTE: A full-sized copy of this Framework appears as Appendix B.



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