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