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APPENDIX B A Framework for Investigating the Influence of Nationally Developed Standards for Mathematics, Science, and Technology Education 113 113
How has the system responded to the What are the introduction of nationally developed consequences for standards? student learning? Channels of Influence 114 Within the Education System Contextual Curriculum Forces ⢠State, district policy decisions ⢠Politicians and ⢠Instructional materials development ⢠Text, materials selection Teachers Policy Makers and Teaching ⢠Public Teacher Development Practice in Student ⢠Initial preparation classroom Learning ⢠Business and ⢠Certification and school Industry ⢠Professional development contexts Among students ⢠Professional Assessment and Accountability Among teachers who who have been Organizations ⢠Accountability systems have been exposed to exposed to ⢠Classroom assessment nationally developed standards-based ⢠State, district assessment standardsâ practiceâ ⢠College entrance, placement practices ⢠How have they received ⢠How have student and interpreted those learning and standards? achievement ⢠What actions have they changed? Within the education system and in its contextâ taken in response? ⢠Who has been ⢠How are nationally developed standards being received ⢠What, if anything, affected and how? and interpreted? about their classroom ⢠What actions have been taken in response? practice has changed? ⢠What has changed as a result? ⢠Who has been ⢠What components of the system have been affected and how? affected and how?