NOTE: The channels of influence and the contextual forces are described in more detail in the following chapters. An expanded version of this framework, based on that additional detail and including the questions that can be applied to the various components of the system, appears in Figure 8–1.

FIGURE 3–2 A Conceptual Map for Investigating the Influence of Nationally Developed Standards for Mathematics, Science, and Technology Education

and channels through which nationally developed standards may influence teachers and student learning (see Figure 3–2).

Second, the Framework includes a set of guiding questions that can be applied to various policies, programs, and practices within the system and to outside influences that may affect the system (see Figure 3–3).

As configured, the Framework provides conceptual guideposts for those attempting to trace the influence of nationally developed mathematics, science, and technology standards and to gauge the magnitude or direction of that influence on the education system and on student learning. In other words, the Framework is intended to guide inquiries within the education territory encompassed by the map.

As is true for all models, the system represented in the Framework is greatly simplified. Those simplifications, however, should not obscure these important realities:

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