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Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2003. What Is the Influence of the National Science Education Standards?: Reviewing the Evidence, A Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/10618.
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Appendix A
WORKSHOP AGENDA

Workshop on Taking Stock of the National Science Education Standards: The Research

7:30 am

Welcome Breakfast

8:25 am

Introductions and Project Overview

Cary Sneider, Museum of Science, Boston, steering committee chair

9:00 am

Presentation of Findings by the Commissioned Authors Regarding the Influence of National Science Education Standards on:

• Curriculum – James Ellis, University of Kansas

• Teacher Development – Jonathan Supovitz, Consortium for Policy Research in Education, University of Pennsylvania

• Assessment and Accountability – Norman Webb, Wisconsin Center for Education Research, University of Wisconsin

• Teachers and Teaching Practice – Iris Weiss and Sean Smith, Horizon Research, Inc.

• Student Learning – Charles W. Anderson, Michigan State University

Followed by questions from participants

10:15 am

Discussion of Authors’ Findings by Members of the Steering Committee

• Ronald D. Anderson, University of Colorado

• Rolf Blank, Council of Chief State School Officers

• Enriqueta Bond, Burroughs Wellcome Fund

• James J. Gallagher, Michigan State University

• Brian Stecher, RAND Education

10:40 am

Directions and Focus for Small Group Discussions

Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2003. What Is the Influence of the National Science Education Standards?: Reviewing the Evidence, A Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/10618.
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10:45 am

Break

11:00 am

Small Group Breakout Sessions

12:00 pm

Lunch

1:30 pm

Report Back – A moderated panel reports out key ideas from small groups, with a discussion of those ideas.

I. What are the implications of this research for policy and practice?

II. What are the most important researchable questions that still need to be answered?

2:40 pm

Reflections Regarding Participants’ Responses to the Papers – Brian Stecher

3:00 pm

Final Comments and Adjournment – Cary Sneider

Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2003. What Is the Influence of the National Science Education Standards?: Reviewing the Evidence, A Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/10618.
×
Page 21
Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2003. What Is the Influence of the National Science Education Standards?: Reviewing the Evidence, A Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/10618.
×
Page 22
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In 2001, with support from National Science Foundation, the National Research Council began a review of the evidence concerning whether or not the National Science Education Standards have had an impact on the science education enterprise to date, and if so, what that impact has been. This publication represents the second phase of a three-phase effort by the National Research Council to answer that broad and very important question.

Phase I began in 1999 and was completed in 2001, with publication of Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education (National Research Council, 2002). That report provided organizing principles for the design, conduct, and interpretation of research regarding the influence of national standards. The Framework developed in Phase I was used to structure the current review of research that is reported here.

Phase II began in mid-2001, involved a thorough search and review of the research literature on the influence of the NSES, and concludes with this publication, which summarizes the proceedings of a workshop conducted on May 10, 2002, in Washington, DC.

Phase III will provide input, collected in 2002, from science educators, administrators at all levels, and other practitioners and policy makers regarding their views of the NSES, the ways and extent to which the NSES are influencing their work and the systems that support science education, and what next steps are needed.

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