REFERENCES

American Association for the Advancement of Science. (2005). High school biology textbooks: A benchmarks-based evaluation. Washington, DC: American Association for the Advancement of Science. Available: http://www.project2061.org/publications/textbook/hsbio/report/default.htm [July 2012].

Anderson, T., and Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16-25.

Association of Mathematics Teacher Educators. (2010). Standards for elementary mathematics specialists: A reference for teacher credentialing and degree programs. San Diego, CA: Association of Mathematics Teacher Educators.

Banilower, E., Boyd, S.E., Pasley, J.D., and Weiss, I.R. (2006). Lessons from a decade of mathematics and science reform: A capstone report for the Local Systemic Change through Teacher Enhancement Initiative. Chapel Hill, NC: Horizon Research. Available: http://www.horizon-research.com/pdmathsci/htdocs/reports/capstone.pdf [October 2012].

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.

Bryk, A.S., and Driscoll, M.E. (1988). The high school as community: Contextual influences and consequences for students and teachers. Madison: National Center on Effective Secondary Schools, University of Wisconsin.

Bryk, A.S., Sebring, P.B., Allensworth, E., Luppescu, S., and Easton, J.Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.

Carnevale, A.P., Smith, N., and Melton, M. (2011). STEM. Washington, DC: Georgetown University Center on Education and the Workforce. Available: cew.georgetown.edu/STEM [August 2012].

Center on Education Policy. (2007). Choices, changes, and challenges: Curriculum and instruction in the NCLB era. Washington, DC: Center on Education Policy.

Century, J., Rudnick, M., and Freeman, C. (2008). Accumulating knowledge on elementary science specialists: A strategy for building conceptual clarity and sharing findings. Science Educator, 17(2), 31-44.

Cobb, P., and Smith, T.M. (2008). The challenge of scale: Designing schools and districts as learning organizations for instructional improvement in mathematics. In K. Krainer and T. Wood (Eds.), International handbook of mathematics teacher education: Vol. 3. Participants in mathematics teacher education: Individuals, teams, communities and networks (pp. 231-254). Rotterdam, The Netherlands: Sense.

Cobb, P., Jackson, K., Smith, T.M., Sorum, M., and Henrick, E. (in press). Design research within educational systems: Investigating and supporting improvements in the quality of mathematics teaching and learning at scale. In W. Penuel, B. Fishman, and B.H. Cheng (Eds.), Design-based implementation research. National Society for the Study of Education (NSSE) Yearbook. Available: http://peabody.vanderbilt.edu/docs/pdf/tl/NSSE_Yearbook_Chpt_2nd_Draft_120816.pdf [January 2013].

DeAngelis, K.J., and Presley, J.B. (2011). Teacher qualifications and school climate: Examining their interrelationship for school improvement. Leadership and Policy in Schools, 10(1), 84-120.

Desimone, L. (2009). How can we best measure a teacher’s professional development and its effects on teachers and students? Educational Researcher, 38(3), 181-199.



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement



Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.

OCR for page 44
Monitoring Progress Toward Successful K-12 STEM Education References American Association for the Advancement of Science. (2005). High school biology textbooks: A benchmarks-based evaluation. Washington, DC: American Association for the Advancement of Science. Available: http://www.project2061.org/publications/textbook/hsbio/report/default. htm [July 2012]. Anderson, T., and Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16-25. Association of Mathematics Teacher Educators. (2010). Standards for elementary mathematics specialists: A reference for teacher credentialing and degree programs. San Diego, CA: Association of Mathematics Teacher Educators. Banilower, E., Boyd, S.E., Pasley, J.D., and Weiss, I.R. (2006). Lessons from a decade of mathematics and science reform: A capstone report for the Local Systemic Change through Teacher Enhancement Initiative. Chapel Hill, NC: Horizon Research. Available: http://www.horizon-research.com/pdmathsci/htdocs/ reports/capstone.pdf [October 2012]. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. Bryk, A.S., and Driscoll, M.E. (1988). The high school as community: Contextual influences and consequences for students and teachers. Madison: National Center on Effective Secondary Schools, University of Wisconsin. Bryk, A.S., Sebring, P.B., Allensworth, E., Luppescu, S., and Easton, J.Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press. Carnevale, A.P., Smith, N., and Melton, M. (2011). STEM. Washington, DC: Georgetown University Center on Education and the Workforce. Available: cew.georgetown.edu/STEM [August 2012]. Center on Education Policy. (2007). Choices, changes, and challenges: Curriculum and instruction in the NCLB era. Washington, DC: Center on Education Policy. Century, J., Rudnick, M., and Freeman, C. (2008). Accumulating knowledge on elementary sci- ence specialists: A strategy for building conceptual clarity and sharing findings. Science Educator, 17(2), 31-44. Cobb, P., and Smith, T.M. (2008). The challenge of scale: Designing schools and districts as learn- ing organizations for instructional improvement in mathematics. In K. Krainer and T. Wood (Eds.), International handbook of mathematics teacher education: Vol. 3. Participants in mathematics teacher education: Individuals, teams, communities and networks (pp. 231-254). Rotterdam, The Netherlands: Sense. Cobb, P., Jackson, K., Smith, T.M., Sorum, M., and Henrick, E. (in press). Design research within educational systems: Investigating and supporting improvements in the quality of mathematics teaching and learning at scale. In W. Penuel, B. Fishman, and B.H. Cheng (Eds.), Design-based implementation research. National Society for the Study of Education (NSSE) Yearbook. Avail- able: http://peabody.vanderbilt.edu/docs/pdf/tl/NSSE_Yearbook_Chpt_2nd_Draft_120816.pdf [January 2013]. DeAngelis, K.J., and Presley, J.B. (2011). Teacher qualifications and school climate: Examining their interrelationship for school improvement. Leadership and Policy in Schools, 10(1), 84-120. Desimone, L. (2009). How can we best measure a teacher’s professional development and its effects on teachers and students? Educational Researcher, 38(3), 181-199. 44 R02309 Monitoring K–12 STEM Ed-PRF3.indd 44 3/13/13 2:05 PM

OCR for page 44
Monitoring Progress Toward Successful K-12 STEM Education Dorph, R., Shields, P., Tiffany-Morales, J., Hartry, A., and McCaffrey, T. (2011). High hopes—few opportunities: The status of elementary science education in California. Sacramento, CA: The Center for the Future of Teaching and Learning at WestEd. Available: http://www.lawrencehallofscience. org/sites/lawrencehallofscience.org/files/user-jnoe/ScienceFullReportweb.pdf [July 2012]. Dorph, R., Schunn, C., Crowley, K., and Shields, P. (2012). Activating young science learners: Igniting persistent engagement in science learning and inquiry. A structured poster session presented at the Ameri- can Education Research Association Annual Meeting, Vancouver, British Columbia. Gamoran, A., Anderson, C.W., Quiroz, P.A., Secada, W.G., Williams, T., and Ashmann, S. (2003). Transforming teaching in math and science: How schools and districts can support change. New York: Teach- ers College Press. Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., and Yoon, K.S. (2001). What makes profes- sional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945. Garet, M.S., Wayne, A., Stancavage, F., Taylor, J., Eaton, M., Walters, K., Song, M., Brown, S., Hurlburt, S., Zhu, P., Sepanik, S., and Doolittle, F. (2011). Middle school mathematics professional development impact study: Findings after the second year of implementation. NCEE 2011-4024. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Gueudet, G., Pepin, B., and Trouche, L. (Eds.). (2012). Mathematics curriculum material and teacher de- velopment: From text to “lived” resources. Dordrecht, The Netherlands: Springer. Hartry, A., Dorph, R., Shields, P., Tiffany-Morales, J., and Romero, V. (2012). The status of middle school science education in California. Sacramento, CA: The Center for the Future of Teaching and Learning at WestEd. Available: http://www.lawrencehallofscience.org/sites/lawrencehallofscience.org/ files/user-jnoe/Middle_School_Science_Ed_%20Study.pdf [October 2012]. Hidi, S., and Renninger, K.A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. Higher Education Research Institute. (2010). Degrees of success: Bachelor’s degree completion rates among initial STEM majors. Available: http://www.heri.ucla.edu/nih/downloads/2010%20-%20Hurtado, %20Eagan,%20Chang%20-%20Degrees%20of%20Success.pdf [August 2012]. Hill, H.C., and Ball, D.L. (2004). Learning mathematics for teaching: Results from Califor- nia’s Mathematics Professional Development Institutes. Journal of Research in Mathematics Educa- tion,35(5), 330-351. Hill, H.C., Schilling, S.G., and Ball, D.L. (2004). Developing measures of teachers’ mathematics knowledge for teaching. Elementary School Journal, 105(1), 11-30. Hill, H.C., Rowan, B., and Ball, D.L. (2005). Effects of teachers’ mathematical knowledge for teach- ing on student achievement. American Educational Research Journal, 42(2), 371-406. Hill, C.J., Bloom, H.S., Black, A.R., and Lipsey, M.W. (2008). Empirical benchmarks for interpret- ing effect sizes in research. Child Development Perspectives, 2(3), 172-177. Hochberg, E., and Desimone, L. (2010). Professional development in the accountability context: Building capacity to achieve standards. Educational Psychologist, 45(2), 89-106. Hudson, S.B., McMahon, K.C., and Overstreet, C.M. (2002). The national survey of science and mathematics education: Compendium of tables. Chapel Hill, NC: Horizon Research. Available: http://2000survey.horizon-research.com/reports/tables/tables_complete.pdf [October 2012]. 45 R02309 Monitoring K–12 STEM Ed-PRF3.indd 45 3/13/13 2:05 PM

OCR for page 44
Monitoring Progress Toward Successful K-12 STEM Education Lowell, B.L., Salzman, H., Bernstein, H., and Henderson, E. (2009, November 5-7). Steady as she goes? Three generations of students through the science and engineering pipeline. Paper presented at Annual Meeting of the Association for Public Policy Analysis and Management, Washington, DC. McLaughlin, M.W., and Talbert, J.E. (2006). Building school-based teacher learning communities. New York: Teachers College Press. National Academy of Engineering. (2010). Standards for K-12 engineering education? Engineering Educa- tion Committee on Standards for K-12 Engineering Education. Washington, DC: The National Academies Press. National Center for Education Statistics. (1997a). Science proficiency and course taking in high school: The relationship of science course-taking patterns to increases in science proficiency between 8th and 12th grades. NCES 97-838. Washington, DC: U.S. Department of Education. National Center for Education Statistics. (1997b). Women in mathematics and science: Findings from the condition of education 1997. NCES 97-982. Washington, DC: U.S. Department of Education. National Governors Association Center for Best Practices and Council of Chief State School Of- ficers. (2010). Common core state standards for mathematics. Washington, DC: National Governors Association Center for Best Practices and Council of Chief State School Officers. National Research Center for Career and Technical Education Curriculum Integration Workgroup. (2010). Capitalizing on context: Curriculum integration in career and technical education. Louisville, KY: National Research Center for Career and Technical Education. National Research Council. (1988). Improving indicators of the quality of science and mathematics education in grades K-12. Committee on Indicators of Precollege Mathematics and Science Education. R.J. Murnane and S.A. Raizen (Eds.). Commission on Behavioral and Social Sciences and Educa- tion. Washington, DC: National Academy Press. National Research Council. (1996). National science education standards. National Committee for Sci- ence Education Standards and Assessment. Washington, DC: National Academy Press. National Research Council. (1999). How people learn: Brain, mind, experience, and school. Committee on Developments in the Science of Learning. J.D. Bransford, A.L. Brown, and R.R. Cocking (Eds.). Washington, DC: National Academy Press. National Research Council. (2001). Adding it up: Helping children learn mathematics. Mathematics Learn- ing Study Committee. J. Kilpatrick, J. Swafford, and B. Findell (Eds.). Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: National Acad- emy Press. National Research Council. (2006). America’s lab report: Investigations in high school science. Committee on High School Science Laboratories: Role and Vision. S.R. Singer, M.L. Hilton, and H.A. Schweingruber (Eds.). Board on Science Education, Center for Education. Division of Behav- ioral and Social Sciences and Education. Washington, DC: The National Academies Press. National Research Council. (2007). Taking science to school: Learning and teaching science in grades K-8. Committee on Science Learning, Kindergarten Through Eighth Grade. R.A. Duschl, H.A. Schweingruber, and A.W. Shouse (Eds.). Board on Science Education, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. 46 R02309 Monitoring K–12 STEM Ed-PRF3.indd 46 3/13/13 2:05 PM

OCR for page 44
Monitoring Progress Toward Successful K-12 STEM Education National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. Committee on Learning Science in Informal Environments. P. Bell, B. Lewenstein, A.W. Shouse, and M.A. Feder (Eds.). Board on Science Education, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. National Research Council. (2010). Preparing teachers: Building evidence for sound policy. Committee on the Study of Teacher Preparation Programs in the United States, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in sci- ence, technology, engineering, and mathematics. Committee on Highly Successful Science Programs for K-12 Science Education. Board on Science Education and Board on Testing and Assessment. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Stan- dards, Board on Science Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. National Science Foundation Directorate for Education and Human Resources. (1996). Indicators of science and mathematics education 1995. NSF 96-52. L. Suter (Ed.). Arlington, VA: National Science Foundation. OECD. (2012). PISA in focus 18: Are students more engaged when schools offer extracurricular activities? Paris: OECD. Porter, A.C., Smithson, J., Blank, R., and Zeidner, T. (2007). Alignment as a teacher variable. Applied Measurement in Education, 20(1), 27-51. Porter, A.C., Polikoff, M., and Smithson, J. (2009). Is there a de facto intended national curricu- lum? Evidence from state standards. Educational Evaluation and Policy Analysis, 31(3), 238-268. President’s Council of Advisors on Science and Technology. (2010). Prepare and inspire: K-12 education in science, technology, engineering, and math (STEM) for America’s future. Washington, DC: President’s Council of Advisors on Science and Technology. Available: http://www.whitehouse.gov/sites/ default/files/microsites/ostp/pcast-stem-ed-final.pdf [July 2012]. PROM/SE. (2006). Knowing mathematics: What we can learn from teachers. PROM/SE Research Report Series, 2. Available: http://www.promse.msu.edu/_documents/PROMSE_KnowingMath. pdf [July 2012]. Schmidt, W.H. (2011, May). STEM reform: Which way to go? Paper presented at the National Re- search Council Workshop on Highly Successful STEM Education in K-12 Schools. Available: http://www7.nationalacademies.org/bose/STEM_Schools_Schmidt_Paper_May2011.pdf [Au- gust 2012]. Schmidt, W.H., and Maier, A. (2009). Opportunity to learn. In G. Sykes, B. Schneider, and N. Plank (Eds.), Handbook of educational policy research (pp. 541-560). New York and London: Rout- ledge for the American Educational Research Association. Schmidt, W.H., and McKnight, C.C. (2012). Inequality for all. New York: Teachers College Press. 47 R02309 Monitoring K–12 STEM Ed-PRF3.indd 47 3/13/13 2:05 PM

OCR for page 44
Monitoring Progress Toward Successful K-12 STEM Education Schmidt, W.H., McKnight, C.C., and Raizen, S.A. (1996). Splintered vision: An investigation of U.S. science and mathematics education: Executive summary. East Lansing: Michigan State University, U.S. National Research Center for the Third International Mathematics and Science Study. Schmidt, W.H., McKnight, C.C., Valverde, G.A., Houang, R.T., and Wiley, D.E. (1997). Many visions, many aims. Dordrecht, The Netherlands: Kluwer Academic. Schmidt, W.H., McKnight, C.C., Houang, R.T., Wang, H., Wiley, D.E., Cogan, L.S., and Wolfe, R.G. (2001). Why schools matter: A cross-national comparison of curriculum and learning. San Francisco, CA: Jossey-Bass. Shadish, W., Cook, T.D., and Campbell, D.T. (2001). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton Mifflin. Shavelson, R.J., McDonnell, L.M., and Oakes, J. (Eds.). (1989). Indicators for monitoring mathematics and science education: A sourcebook. Washington, DC: RAND Corporation. Available: http://www. rand.org/content/dam/rand/pubs/reports/2008/R3742.pdf [July 2012]. Silverberg, M., Warner, E.M., Fong, M., and Goodwin, D. (2004). National assessment of vocational education: Final report to Congress. Washington, DC: U.S. Government Printing Office. Smith, P.S., and Taylor, M.J. (2010). New tools for investigating the relationship between teacher content knowl- edge and student learning. Presented at the 2010 NARST Annual Conference, Philadelphia, PA. Available: http://www.horizon-research.com/atlast/?page_id=103 [October 2012]. Smith, P.S., Banilower, E.R., McMahon, K.C., and Weiss, I.R. (2002). The national survey of science and mathematics education: Trends from 1977-2000. Chapel Hill, NC: Horizon Research. Available: 2000survey.horizon-research.com [October 2012]. Smithson, J., and Blank, R. (2006). Indicators of quality teacher professional development and instructional change using data from surveys of enacted curriculum: Findings from NSF MSP-RETA Project. Washington, DC: Council of Chief State School Officers. Stein, M.K., and Nelson, B.S. (2003). Leadership content knowledge. Educational Evaluation and Policy Analysis, 25(4), 423-448. Stillman, L., and Blank, R.K. (2008). Key state education policies on PK-12 education: 2008. Washington, DC: Council of Chief State School Officers. Available: http://www.ccsso.org/Documents/2008/ Key_State_Education_Policies_2008.pdf [August 2012]. Stone, J.R., III, Alfeld, C., and Pearson, D. (2008). Rigor and relevance: Testing a model of en- hanced math learning in career and technical education. American Education Research Journal, 45(3), 767-795. Tai, R.H., Liu, C.Q., Maltese, A.V., and Fan, X. (2006). Planning early for careers in science. Sci- ence, 312(5777), 1143-1144. Tatto, M.T., Schwille, J., Senk, S.L., Ingvarson, L., Peck, R., and Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Policy, practice, and readiness to teach primary and se- condary mathematics. Conceptual framework. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement. U.S. Department of Education. (2010). Use of education data at the local level: From accountability to in- structional improvement. Washington, DC: U.S. Department of Education. U.S. General Accounting Office. (2003). Program evaluation: An evaluation culture and collaborative partner- ships build agency capacity. GAO-03-454. Washington, DC: U.S. Government Printing Office. Available: http://www.gao.gov/assets/240/238121.pdf [August 2012]. 48 R02309 Monitoring K–12 STEM Ed-PRF3.indd 48 3/13/13 2:05 PM

OCR for page 44
Monitoring Progress Toward Successful K-12 STEM Education Valverde, G.A., Bianchi, L.J., Schmidt, W.H., McKnight, C.C., and Wolfe, R.G. (2002). According to the book: Using TIMSS to investigate the translation of policy into practice in the world of textbooks. Dor- drecht, The Netherlands: Kluwer Academic. Walpole, M., and Noeth, R.J. (2002). The promise of Baldrige for K-12 education. ACT Policy Report. Washington, DC: ACT. Wilson, S.M., Floden, R.F., and Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, recommendations, and priorities for the future. Center for the Study of Teaching Policy, University of Washington, Seattle, WA. Wilson, S.M., Rozelle, J., and Mikeska, J.N. (2011). Cacophony or embarrassment of riches: Build- ing a system of support for teacher quality. Journal of Teacher Education, 62, 383-394. Yoon, K.S., Duncan, T., Lee, S. W-Y., Scarloss, B., and Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Issues & Answers Report, No. 033. Wash- ington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. 49 R02309 Monitoring K–12 STEM Ed-PRF3.indd 49 3/13/13 2:05 PM