National Academies Press: OpenBook
« Previous: 8 Using the Framework
Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×

REFERENCES

American Association for the Advancement of Science. (1989). Science for all Americans: A Project 2061 report on literacy goals in science, mathematics, and technology. Washington, DC: Author.

American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.

American Association for the Advancement of Science. (2000). Middle grades mathematics textbooks: A benchmarks-based evaluation. Washington, DC: Author.

American Educational Research Association. (2000). Position statement of the American Educational Research Association concerning high-stakes testing in preK-12 education. Educational Researcher, 29(8), 24–25.

Anderson, R.D. (1996). Final Technical Research Report: Study of curriculum reform: Findings and conclusions, Volume 1. Research conducted under contract No. RR91172001 with OERI. Washington, DC: U.S. Government Printing Office.

Anderson, R.D., and Helms, J.V. (2001). The Ideal of Standards and The Reality of Schools: Needed Research. Journal of Research in Science Teaching, 38(1), 3–16.

Anderson, R.D., and Mitchener, C.P. (1994). Research on Science Teacher Education. In D.L.Gabel (Ed.), Handbook of Research on Science Teaching and Learning. New York: Macmillan.

Armstrong, J., Davis, A., Odden, A., and Gallagher, J. (1998). The impact of state policies on improving science curriculum. Denver, CO: Education Commission of the States.


Ball, D.L. (1996). Teacher learning and the mathematics reforms: What do we think we know and what do we need to learn? Phi Delta Kappan, 77, 500–508.

Barton, P.E. (1999). Too much testing of the wrong kind; too little of the right kind in K-12 education. Princeton, NJ: Educational Testing Service.

Battista, M.T. (1999). The Mathematical Miseducation of America’s Youth: Ignoring Research and Scientific Study in Education. Phi Delta Kappan, 80(6), 424–433.

Becker, J.P. and Jacob B. (2000). The Politics of California School Mathematics: The Anti-Reform of 1997–99. Phi Delta Kappan, 81(7), 529–537.

Belluck, P. (2000, August 3). Evolution’s Foes Dealt a Defeat in Kansas Vote. The New York Times. Available: http://college2.nytimes.com/guests/articles/2000/08/03/592031.xml. [Accessed August 30, 2001.]

Black, P., and Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139–144.

Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×

Black, P., and Atkin, M.J. (Eds.). (1996). Changing the subject: Innovations in science, mathematics and technology education. London: Routledge.

Briars, D.J., and Resnick, L.B. (2000). Standards, assessments—and what else? The essential elements of standards-based school improvement. CSE Technical Report 528. Los Angeles, CA: University of California, Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing.

Bybee, R.W. (1997). Achieving scientific literacy: From purposes to practices. Ports-mouth, NH: Heinemann.

Carnegie Forum on Education and the Economy. (1986). A nation prepared: Teachers for the 21st century. The report of the Task Force on Teaching as a Profession. Washington, DC: The Forum.

Carpenter, T.P., Fennema, E., Peterson, P.L., Chiang, C., and Loef, M. (1989). Using knowledge of children’s mathematical thinking in classroom teaching: An experimental study. American Educational Research Journal, 26, 499–532.

Clopton, P., McKeown, E., McKeown, M., and Clopton, J. (1998). Mathematically correct: Algebra I reviews. Available: http://www.intres.com/mc/algebra.htm. [Accessed September 13, 2001.]

Clotfeler, C.T., and Ladd, H.F. (1996). Recognizing and rewarding success in public schools. In H.F.Ladd (Ed.), Holding schools accountable: Performance-based reform in education (pp. 23–63). Washington, DC: Brookings Institution.

Cohen, D.K., and Hill, H.G. (2000). Instructional policy and classroom performance: The mathematics reform in California. Teachers College Record, 102(2), 294–343.

Collins, A. (1997). National Science Education Standards: Looking Backward and Forward. The Elementary School Journal, 97(4), 299–313.

Conference Board on Mathematical Sciences. (2000). CBMS Mathematical Education of Teachers Project. Draft report—September 2000. Available: http://www.maa.org/cbms/metdraft/index.htm. [Accessed December 12, 2000.]

Council of Chief State School Officers. (1997). Mathematics and science content standards and curriculum frameworks: States progress on development and implementation. Washington, DC: Author.

Council of Chief State School Officers. (1998). Standards, graduation, assessment, teacher licensure, time and attendance: A 50-state report, August 1998. Washington DC: Author.

Council of Chief State School Officers. (1999a). Data from the Annual Survey of State Student Assessment Programs: Data on 1997–1998 statewide student assessment programs, Volume 1 and 2. Washington, DC: Author.

Council of Chief State School Officers. (1999b). State indicators of science and mathematics education: State-by-state trends and new indicators from the 1997–98 school year. Washington, DC: Author.

Council of Chief State School Officers. (2000). Using data on enacted curriculum in mathematics and science: Sample results from a study of classroom practices and subject content. Washington, DC: Author.


Darling-Hammond, L. (2000, January). Teaching for America’s future: A progress report for the millennium, Congressional Program, 15(1), 53–66. Paper presented at a conference in Aspen, CO.

Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×

Davis, A., and Armstrong, J. (1990). State initiatives in assessing science education. In This Year in School Science 1990: Assessment in the Service of Reform. Washington, DC: American Association for the Advancement of Science.

DeBoer, G. (1991). History of ideas in science education. New York: Teachers College Press.

Dugger, W.E. (2000). Standards for technological literacy. The Technology Teacher, 59(5), 8–13.

Dugger, W.E. (2001). Standards for technological literacy. Phi Delta Kappan, 82(7), 513–517.

Dwyer, C.A. (1998). Assessment and Classroom Learning: Theory and Practice. Assessment in Education, 5(1), 131–137.

Education Commission of the States. (1983). A 50-state survey of initiatives in science, mathematics and computer education. ECS Working Papers, No. SM-83–1. Task Force on Education for Economic Growth. Denver, CO: Author.

Education Trust. (1999a). Not Good Enough: A Content Analysis of Teacher Licensing Examinations. Thinking K-16, 3(1). Washington, DC: Author.

Education Trust. (1999b). Ticket to Nowhere: The Gap Between Leaving High School and Entering College and High-Performance Jobs. Thinking K-16, 3(2). Washington, DC: Author.

Education Week. (2001, January). Special Report: Quality counts 2001: A better balance: Standards, tests, and the tools to succeed. Seeking Stability for Standards-Based Education 20(17).


Fennema, E., Franke, M.L., Carpenter, T.P., and Carey, D. (1993). Using children’s mathematical knowledge in instruction. American Educational Research Journal, 30, 555–583.

Ferrini-Mundy, J. and Schram, T. (1997). Highlights and Implications. In Ferrini-Mundy, J. and Schram, T. (Eds.) The Recognizing and Recording Reform in Mathematics Education Project: Insights, Issues, and Implications in Journal for Research in Mathematics Education Monograph No.8. Reston, VA: National Council of Teachers of Mathematics.

Fuhrman, S. and Elmore, R.F. (1994). Governors and education policy in the 1990s. In R.F.Elmore and S.Fuhrman (Eds.), The Governance of Curriculum. 1994 Yearbook of the Association for Supervision and Curriculum Development. Alexandria, VA: Association for Supervision and Curriculum Development.

Fullan, M. (2000). The return of large-scale reform. Journal of Educational Change, 1, 5–28.


Garet, M.S., Birman, B.F., Porter, A.C., Desimone, L., Herman, R., and Yoon, K.S. (1999). Designing effective professional development: Lessons from the Eisenhower Program. Washington, DC: U.S. Department of Education.

Glaser, R., and Silver, E. (1994). Assessment, Testing, and Instruction: Retrospect and Prospect. In L.Darling-Hammond (Ed.), Review of Research in Education. Washington, DC: American Educational Research Association.

Goertz, M.E. (2000). Implementing standards-based reform: Challenges for state policy. In T.Duggan and M.Holmes (Eds.), Closing the gap, (pp. 65–82). Washington, DC: Council for Basic Education.

Grissmer, D., and Flanagan, A. (1998). Exploring rapid achievement gains in North Carolina and Texas. Washington, DC: National Education Goals Panel.

Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×

Grossman, P.L., and Stodolsky, S.S. (1995). Content as Context: The Role of School Subjects in Secondary School Teaching. Educational Researcher, 24, 5– 11.

Haertel, E.H. (1999). Performance Assessment and Education Reform. Phi Delta Kappan, 80(9), 662–666.

Hebel, S. (2001, February 9). The Universities Push to Influence State Tests for High-School Students. The Chronicle of Higher Education.

Hirsch, E., Koppich, J.E., and Knapp, M.S. (2000). Revisiting what states are doing to improve the quality of teaching—A CTP Working Paper. College of Education, University of Washington, Seattle . Available: http://depts.washington.edu/ctpmail/. [Accessed December 12, 2000.]

Humphrey, D.C., Anderson, L., Marsh, J., Marder, C., and Shields, P.M. (1997). Eisenhower mathematics and science state curriculum frameworks projects: Final evaluation report. Washington, DC: U.S. Department of Education.

Hurd, P.D. (1960). Science education for changing times. Rethinking Science Education. Fifty-ninth Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press.

Hurd, P.D., and Gallagher, J J. (1968). New directions in elementary science education. San Francisco: Wadsworth.


Ingersoll, R. (1998). The Problem of Out-of-Field Teaching. Phi Delta Kappan, 79(10), 773–776.

International Technology Education Association. (1996). Technology for all Americans: A rationale and structure for the study of technology. Reston, VA: Author.

International Technology Education Association. (2000). Standards for technological literacy: Content for the study of technology. Reston, VA: Author.


Johnson, J., and Aulicino, C. (1998). Summing it up: A review of survey data on education and the national education goals. A report from Public Agenda. New York: Public Agenda.


Keller, B. (2000). Elections Seen as Mandate for Bipartisan School Policy. Education Week, 10(11), 14 and 19–20.

Kelley, C., Odden, A., Milanowski, A., and Heneman III, H. (2000). The motivational effects of school-based performance awards. CPRE Policy Brief RB-29. Available: http://www.gse.upenn.edu/cpre/frames/pubs.html. [Accessed December 13, 2000.]

Kennedy, M. (1998). Form and substance in inservice teacher education. Research Monograph No. 13. Madison, WI: University of Wisconsin, National Institute for Science Education.

Kirst, M.W., Anhalt, B., and Marine, R. (1997). Politics of science education standards. The Elementary School Journal, 97(4), 315–328.

Kirst, M.W., and Bird, R.L. (1997). The politics of developing and sustaining mathematics and science curriculum content standards. Advances in Educational Administration, 5, 107–132.

Klein, D. (2000). Testimony of David Klein: April 4, 2000: Before the U.S. House of Representatives Committee on Appropriations’ Subcommittee on Labor, Health and Human Services, Education and Related Activities. Available: http://mathematicallycorrect.com/house.htm. [Accessed June 11, 2001.]

Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×

Klein, S., Hamilton, L., McCoffey, D., and Stecher, B. (2000). What do test scores in Texas tell us? Available: http://www.rand.org/publications/. [Accessed July 14, 2000.]

Koretz, D. (1998). Large-scale portfolio assessments in the U.S.: Evidence pertaining to the quality of measurement. Assessment in Education: Principles, Policy & Practice, 5(2), 309–334.

Koretz, D., Linn, R.L., Dunbar, S.B., and Shepard, L.A. (1991). The effects of high-stakes testing on achievement: Preliminary findings about generalization across tests. Paper presented at the annual meeting of the American Educational Research Association. Chicago, IL: AERA.

Lewis, L., Parsad, B., Carey, N., Bartafi, N., Farris, E., Smerdon, B., and Greene, B. (1999). Teacher quality: A report on the preparation and qualifications of public school teachers. Washington, DC: National Center for Education Statistics, U.S. Department of Education.

Linn, R.L. (2000). Assessments and accountability. Educational Researcher, 29(2), 4– 16.

Linn, R.L., and Herman, J.L. (1997). Standards-Led Assessment: Technical and Policy Issues in Measuring School and Student Progress. CSE Technical Report 426. Los Angeles: Center for Research on Evaluation, Standards, and Student Testing.

Little, J.W. (1993). Teachers’ professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129–151.

Loucks-Horsley, S., Hewson, P.W., Love, N., and Stiles, K.E. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.

Loucks-Horsley, S., and Matsumoto, C. (1999). Research on professional development for teachers of mathematics and science: The state of the scene. School Science and Mathematics, 99(5), 258–271.


Madaus, George F. (1988). The Distortion of Teaching and Testing: High-Stakes Testing and Instruction. Peabody Journal of Education, 65(3), 29–46.

Martin, M.O., Mullis, I.V.S., Gonzalez, E.J., O’Connor, K.M., Chrostowski, S.J., Gregory, K.D., Smith, T.A., and Garden, R.A. (2001). Science benchmarking report: TIMSS 1999— eighth grade. Boston: International Association of the Evaluation of Educational Achievement (IEA).

Massell, D., Kirst, M., and Hoppe, M. (1997). Persistence and Change: Standards Based Reform in Nine States (CPRE Research Report). Philadelphia: University of Pennsylvania, Center for Policy and Education Research.

McKeon, D., Dianda, M., and McLaren, A. (2001). Advancing standards: A national call for midcourse corrections and next steps. Washington, DC: National Education Association.

McLaughlin, M.W. (1987). Learning from Experience: Lessons from Policy Implementation, Educational Evaluation and Policy Analysis, (9)2, 171–178.

McLaughlin, M.W. (1991). The Rand Change Agent Study: Ten Years Later, In A.R.Odden (Ed.), Education Policy Implementation (pp. 143–155). Albany, NY: State University of New York Press.

McLaughlin, M.W. (1993). What matters most in teachers’ workplace context? In J.W.Little and M.W.McLaughlin (Eds.), Teachers work: Individuals, colleagues, and contexts. New York: Teachers College Press.

Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×

McLeod, D.B., Stake, R.E., Schappelle, B.P., Melissinos, M., and Gierl, M.J. (1996). Setting the standards: NCTM’s role in the reform of mathematics education. In S.A.Raizen and E.D.Britton (Eds.), Bold Ventures, Volume 3: Case Studies of U.S. Innovations in Mathematics Education (pp. 15–130). Dordrecht, Netherlands: Kluwer Academic Publishers.

Meyer, R.H. (1996). Value-added indicators of school performance. In E.A. Hanushek and D.W.Jorgenson (Eds.), NRC’s Improving America’s schools: The role of incentives. Washington, DC: National Academy Press.

Miller, J.A. (1989, October 4). Summit’s promise: ‘Social compact’ for reforms. Education Week.

Morse, P.M. and the AIBS Review Team. (2001). A Review of Biological Instructional Materials for Secondary Schools. Available: http//www.aibs.org. [Accessed July 5, 2001.] Washington, DC: The American Institute of Biological Sciences.

Mullis, I.V.S., Martin, M.O., Gonzalez, E.J., O’Connor, K.M., Chrostowski, S.J., Gregory, K.D., Garden, R.A. and Smith, T.A. (2001). Mathematics benchmarking report: TIMSS 1999—eighth grade. Boston: International Association of the Evaluation of Educational Achievement (IEA).

National Board for Professional Teaching Standards. (2000a). Adolescence and young adulthood/mathematics: Standards (for teachers of students ages 14–18+). 2nd ed. Arlington, VA: Author.

National Board for Professional Teaching Standards. (2000b). Early adolescence/ science: standards (for teachers of students ages 11–15). Arlington, VA: Author.

National Board for Professional Teaching Standards. (2001). Assessment and certification. Available: http//www.nbpts.org. [Accessed September 7, 2001.]

National Center for Education Statistics. (1995). Teacher supply, teacher qualifications, and teacher turnover, aspects of teacher supply and demand in the U.S., 1990–91. Washington, DC: U.S. Department of Education.

National Center for Education Statistics. (1996). Pursuing excellence: A study of United States eighth-grade mathematics and science teaching, learning, curriculum, and achievement in international context. Washington, DC: U.S. Government Printing Office.

National Center for Education Statistics. (1997a). Access to postsecondary education for the 1992 high school graduates, NCES 98–105, by L.Berkner and L.Chavez, MPR Associates, C.D.Carroll, Project officer. Washington DC: U.S. Department of Education.

National Center for Education Statistics. (1997b). America’s teachers: Profile of a profession, 1993–94. Washington, DC: U.S. Department of Education.

National Center for Education Statistics. (1997c). Condition of Education 1997. Washington, DC: U.S. Department of Education.

National Center for Education Statistics. (1999). Characteristics of the 100 largest public elementary and secondary school districts in the United States: 1997–98. Washington, DC: U.S. Department of Education.

National Center for Education Statistics. (2000a). The Condition of education 2000. Washington, DC: U.S. Department of Education.

National Center for Education Statistics. (2000b). Digest of education statistics, 1999. Washington, DC: U.S. Department of Education.

National Center for Education Statistics. (2000c). Pursuing excellence: Comparisons of international eighth-grade mathematics and science achievement from a U.S. perspective, 1995 and 1999. Washington, DC: U.S. Department of Education.

Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×

National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: U.S. Department of Education.

National Commission on Mathematics and Science Teaching for the 21st Century. (2000). Before it’s too late: A report to the nation from the National Commission on Mathematics and Science Teaching for the 21st Century. Washington, DC: U.S. Department of Education.

National Council on Education Standards and Testing. (1992). Raising standards for American education. Washington, DC: U.S. Government Printing Office.

National Council of Teachers of Mathematics. (1970). A History of mathematics education in the United States and Canada. Washington, DC: Author.

National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.

National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author.

National Council of Teachers of Mathematics. (1995). Assessment standards for school mathematics. Reston, VA: Author.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics . Reston, VA: Author.

National Education Goals Panel, (1996). National education goals report: Building a nation of learners. Washington, DC: U.S. Government Printing Office.

National Governors Association. (1990). Educating America: State strategies for achieving the national education goals. Washington, DC: Author.

National Research Council. (1993). Measuring up: Prototypes for mathematics assessment. Washington, DC: National Academy Press.

National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.

National Research Council. (1997). Introducing the national science education standards. Washington, DC: National Academy Press.

National Research Council. (1999a). Global perspectives for local action: Using TIMSS to improve local action. Washington, DC: National Academy Press.

National Research Council. (1999b). High stakes: Testing for tracking, promotion, and graduation, J.P.Heubert and R.M.Hauser, (Eds.) Washington, DC: National Academy Press.

National Research Council. (1999c). How people learn: Brain, mind, experience, and school, J.D.Bransford, A.L.Brown, and R.R.Cocking, (Eds.) Washington, DC: National Academy Press.

National Research Council. (1999d). Keeping score, A.Shannon, (Ed.) Washington, DC: National Academy Press.

National Research Council. (1999e). Selecting instructional materials: A guide for k-12 science. M.Singer, and J.Tuomi, (Eds.) Washington DC: National Academy Press.

National Research Council. (1999f). Testing, teaching, and learning. Washington, DC: National Academy Press.

National Research Council. (2000). Educating teachers of science, mathematics, and technology: New practices for the new millennium. Washington, DC: National Academy Press.

National Research Council. (2001a). Classroom assessment and the national science education standards. Washington, DC: National Academy Press.

Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×

National Research Council. (2001b). Testing teacher candidates: The role of licensure tests in improving teacher quality. K.Mitchell, D.Robinson, B.Plake, and K. Knowles, (Eds.) Washington, DC: National Academy Press.

National Research Council and National Council of Teachers of Mathematics. (1997). Improving student learning in mathematics and science: The role of national standards in state policy. G.Burrill and D.Kennedy, Principal Investigators. Washington, DC: National Academy Press.

National Science Foundation. (1996). Indicators of science and mathematics education 1995. NSF 96–52, L.E.Suter, (Ed.) Arlington, VA: Author.

National Science Resources Center. (1999). Interview with Nancy Thomas: Investing time as well as dollars. ScienceLink, 11(2).

National Science Teachers Association. (1992). Scope, sequence, and coordination of secondary school science. Volume 1: The content core: A guide for curriculum developers. Washington, DC: Author.

National Science Teachers Association. (1998). NSTA position statement: NSTA standards for science teacher preparation. Available: http://199.0.3.5/handbook/prep.asp. [Accessed December 12, 2000.]

Niyogi, N.S. (1995). The intersection of instruction and assessment: The classroom. Princeton, NJ: Educational Testing Service Policy Information Center.

North Carolina Public Schools. (2000). North Carolina National Board for Professional Teaching Standards. Available: http://www.ncpublicschools.org/nbpts/. [Accessed January 26, 2001.]

Oakes, J., Ormseth, T.H., Bell, R.M., and Camp, P. (1990). Multiplying inequalities: The effects of race, social class, and tracking on opportunities to learn mathematics and science. Santa Monica, CA: RAND.

O’Day, J.A., and Smith, M.S. (1993). Systemic Reform and Educational Opportunity. In S.H.Fuhrman, (Ed.), Designing Coherent Education Policy: Improving the System (pp. 313–322). San Francisco: Jossey-Bass.

Olson, L. (2001). Finding the Right Mix. In Education Week Special report: Quality Counts 2001: A Better Balance: Standards, Tests, and the Tools to Succeed. Seeking Stability for Standards-Based Education. 20(17), 12–20.


Popham, W.J. (2000). Modern educational measurement: Practical guidelines for educational leaders. Needham, MA: Allyn & Bacon.

Public Agenda. (2000). Survey finds little sign of backlash against academic standards or standardized tests. New York: Author.


Raizen, S.A. (1991). The reform of science education in the U.S.A. déjà vu or de novo? Studies in Science Education, 19, 1–41.

Raizen, S.A. (1998). Standards for Science Education. Teachers College Record 100(1), 66–121.

Ravitch, D. (1995). National standards in American education: A citizen’s guide. Washington, DC: Brookings Institute.

Resnick, L., and Resnick, D. (1992). Assessing the thinking curriculum: New tools for educational reform. In B.Gifford and M.O’Connor (Eds.), Changing Assessment: Alternative Views of Aptitude, Achievement, and Instruction , pp. 37–76. Norwell, MA: Kluwer Academic Publishers.

Riley, R.W. (2000). Seventh annual state of American education address: Setting new expectations. Southern High School, Durham, North Carolina, February 22, 2000. Available: http://www.ed.gov/Speeches/02-2000/000222.html. [Accessed January 8, 2001.]

Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×

Robelen, E. (2000, July 31). Education takes center stage at GOP convention. Education Week, 19(43).

Robitaille, D., Schmidt, W., Raizen, S., McKnight, C., Britton, E., and Nicol, C. (1993). Curriculum frameworks for mathematics and science. (Third International Mathematics and Science Study: Monograph No. 1). Vancouver, Canada: Pacific Educational Press.

Romberg, T. (1998). Comments: NCTM’s Curriculum and Evaluation Standards. Teachers College Record, 100(1), 8–21.

Rose, L.C., and Gallup, A.M. (2000). The 32nd annual Phi Delta Kappa/Gallup Poll of the public’s attitudes toward the public schools. Bloomington, IN: Phi Delta Kappa International, Inc.

Rothman, F.G., and Narum, J.L. (2000). Then, now, and in the next decade: A commentary on strengthening undergraduate science, mathematics, and engineering education. Washington, DC: Project Kaleidoscope.

Sack, J.L., and Jacobson, L. (2000, August 18). Gore calls education “number-one priority.” Education Week, 19(43).

Shepard, L.A. (1991). Negative policies for dealing with diversity: When does assessment and diagnosis turn into sorting and segregation? In E.H.Hiebert, (Ed.), Literacy for a diverse society: Perspectives, practices, and policies (pp. 279–298). New York: Teachers College Press.

Shepard, L.A. (2000). The role of classroom assessment in teaching and learning. CRESST CSE Technical Report. National Center for Research on Evaluation, Standards, and Student Testing (CRESST) Center for the Study of Evaluation Center for Research on Education, Diversity and Excellence. Los Angeles: University of California.

Shields, P.M., Esch, C.E., Humphrey, D.C., Young, V.M., Gaston, M., and Hunt, H. (1999). The status of the teaching profession: Research findings and policy recommendations. A report to the teaching and California’s future task force. Santa Cruz, CA: The Center for the Future of Teaching and Learning.

Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.

Smith, M.S., and O’Day, J.A. (1991). Systemic School Reform. In S.Fuhrman and B.Malen, (Eds.), Politics of Curriculum and Testing: The 1990 Yearbook of the Politics of Education Association (pp. 233–267). London: Falmer.

Spillane, J.P., and Callahan, K.A. (2000). Implementing state standards for science education: What district policymakers make of the hoopla. Journal of Research in Science Teaching, 37(5), 401–425.

Stake, R., and Easley, J. (1978). Case studies in science education. Urbana, IL: University of Illinois at Urbana-Champaign, Center for Instructional Research and Curriculum Evaluation.

Stecher, B. (1998). The local benefits and burdens of large-scale portfolio assessments. Assessment in Education: Principles, Policy & Practice, 5(2), 335–351.

Stecher, B.M., Barron, S., Kaganoff, T., and Goodwin, J. (1998). The effects of standards-based assessment on classroom practices: Results of the 1996–97 RAND survey of Kentucky teachers of mathematics and writing. CSE Technical Report 482. Los Angeles: Center for Research on Evaluation, Standards, and Student Testing.

Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×

Stecher, B.M. and Barron, S.I. (1999). Quadrennial milepost accountability testing in Kentucky. CSE Technical Report. National Center for Research on Evaluation, Standards, and Student Testing (CRESST) Center for the Study of Evaluation (CSE)/RAND. Los Angeles: University of California.

Stigler J.W., and Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Free Press.

Stricherz, M. (2001, March). Governors Seeking Levers to Improve Education. Education Week, 20(28), 1–17.

Talbert, J.E., and McLaughlin, M.W. (1993). Understanding teaching in context. In D.K.Cohen, M.W.McLaughlin, and J.E.Talbert, (Eds.), Teaching for Understanding: Challenges for Policy and Practice (pp. 167–206). San Francisco: Jossey-Bass.

Thompson, C.L., Spillane, J., and Cohen, D.K. (1994). The state policy system affecting science and mathematics education in Michigan. East Lansing, MI: MSSI Policy and Program Review Component, Michigan Partnership for New Education.

Tyack, D., and Cuban, L. (1995). Tinkering toward Utopia: A century of public school reform. Cambridge, MA: Harvard University Press.

Tyson, H. (1997). Overcoming Structural Barriers to Good Textbooks. Available: http://www.negp.gov/reports/tyson.htm. [Accessed February 8, 2001.]


U.S. Department of Education. (1991). America 2000: An education strategy. Washington, DC: U.S. Government Printing Office.

U.S. Department of Education. (1999). Promising results, continuing challenges: The final report of the national assessment of Title I. Washington, DC: U.S. Government Printing Office.

U.S. Department of Education. (2000a). The federal role in education. Washington, DC: Author.

U.S. Department of Education. (2000b). U.S. Department of Education’s 1999 performance report and 2001 annual plan. Volume 1: Department-wide objectives. Washington, DC: Author.

U.S. Department of Education’s Mathematics and Science Expert Panel. (2000). Exemplary and promising mathematics programs 1999. Washington, DC: U.S. Department of Education.


Walsh, M. (2000, November 8). Harcourt General, Inc. agrees to terms of sale. Education Week, 20(10), 13.

Weiss, I.R. (1978). Report of the 1977 national survey of science, mathematics, and social studies education. Research Triangle Park, NC: Research Triangle Institute.

Weiss, I.R. (1987). Report of the 1985–86 national survey of science and mathematics education. Research Triangle Park, NC: Research Triangle Institute.

Weiss, I.R. (1991). Curricular materials for mathematics and science: Usage and perceived needs from the field. Chapel Hill, NC: Horizon Research, Inc.

Weiss, I.R., Matti, M.C., and Smith, P.S. (1994). Report of the 1993 national survey of science and mathematics education. Chapel Hill, NC: Horizon Research, Inc.

White, P.A., Porter, A.C., Gamoran, A., and Smithson, J. (1996). Upgrading high school math: A look at three transition courses. CPRE Policy Briefs. Philadelphia: University of Pennsylvania, CPRE. Available: http://www.upenn.edu/gse/cpre. [Accessed September 4, 2001.]

Wilson, S.M., and Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173–209.

Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×

Woodward, A., and Elliott, D.L. (1990). Textbooks: Consensus and Controversy. In Textbooks and Schooling in the United States: Eighty-ninth Yearbook of the National Society for the Study of Education, Part I. Chicago: University of Chicago Press.

Wulf, W.A. (2000). The standards for technological literacy: A National Academies perspective. The Technology Teacher, 59(6), 10–12.

Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×
This page in the original is blank.
Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×
Page 97
Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×
Page 98
Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×
Page 99
Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×
Page 100
Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×
Page 101
Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×
Page 102
Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×
Page 103
Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×
Page 104
Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×
Page 105
Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×
Page 106
Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×
Page 107
Suggested Citation:"References." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.
×
Page 108
Next: Appendix A: Workshop Participants »
Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education Get This Book
×
Buy Paperback | $38.00 Buy Ebook | $30.99
MyNAP members save 10% online.
Login or Register to save!
Download Free PDF

Since 1989, with the publication of Curriculum and Evaluation Standards for Mathematics by the National Council of Teachers of Mathematics, standards have been at the forefront of the education reform movement in the United States. The mathematics standards, which were revised in 2000, have been joined by standards in many subjects, including the National Research Council's National Science Education Standards published in 1996 and the Standards for Technical Literacy issued by the International Technology Education Association in 2000.

There is no doubt that standards have begun to influence the education system. The question remains, however, what the nature of that influence is and, most importantly, whether standards truly improve student learning. To answer those questions, one must begin to examine the ways in which components of the system have been influenced by the standards.

Investigating the Influence of Standards provides a framework to guide the design, conduct, and interpretation of research regarding the influences of nationally promulgated standards in mathematics, science, and technology education on student learning. Researchers and consumers of research such as teachers, teacher educators, and administrators will find the framework useful as they work toward developing an understanding of the influence of standards.

  1. ×

    Welcome to OpenBook!

    You're looking at OpenBook, NAP.edu's online reading room since 1999. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website.

    Do you want to take a quick tour of the OpenBook's features?

    No Thanks Take a Tour »
  2. ×

    Show this book's table of contents, where you can jump to any chapter by name.

    « Back Next »
  3. ×

    ...or use these buttons to go back to the previous chapter or skip to the next one.

    « Back Next »
  4. ×

    Jump up to the previous page or down to the next one. Also, you can type in a page number and press Enter to go directly to that page in the book.

    « Back Next »
  5. ×

    Switch between the Original Pages, where you can read the report as it appeared in print, and Text Pages for the web version, where you can highlight and search the text.

    « Back Next »
  6. ×

    To search the entire text of this book, type in your search term here and press Enter.

    « Back Next »
  7. ×

    Share a link to this book page on your preferred social network or via email.

    « Back Next »
  8. ×

    View our suggested citation for this chapter.

    « Back Next »
  9. ×

    Ready to take your reading offline? Click here to buy this book in print or download it as a free PDF, if available.

    « Back Next »
Stay Connected!