F

Framework for investigating the influence of education standards, 4–6, 29–38, 80, 113

actions taken, 5, 36–37

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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