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Suggested Citation:"Index." 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.
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INDEX

A

AAAS. See American Association for the Advancement of Science

Accountability in the education system, 8, 33, 59–69

college entrance and placement practices , 64–65

how standards might influence, 67– 68

and nationally developed standards, 68–69

state and district policies, 63–64

ACT, 65

Alignment

of district investment in teacher professional development with nationally developed content standards, 89–90

American Association for the Advancement of Science (AAAS), 19, 22, 43, 88

American Chemical Society, 75

American Institute of Biological Sciences (AIBS), 43

Applications of the Framework, 9–10, 79–95

examining claims and inferences reported in current studies, 88–92

generating questions and hypotheses for future investigations, 92–93

situating current studies, 86–88

Aspirations

for a critical view of claims about standards, 94–95

for different forms of inquiry, 94

for Framework-driven research on nationally developed standards, 94–95

regarding the Framework as evolving rather than final, 94

Assessment in the education system, 8, 33, 59–69

in the classroom, 62–63

college entrance and placement practices, 64–65

in the education system, 60–67

how standards might influence, 67– 68

impact and unintended consequences of, 65–67

and nationally developed standards, 68–69

state and district policies, 63–64

B

Benchmarks for Scientific Literacy, 22, 88

C

Certification, 52–53

Changes

attributable to nationally developed standards, 6, 37, 81

Suggested Citation:"Index." 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.
×

Channels within education through which nationally developed standards influence teaching and learning, 6–8, 82

assessment and accountability, 8

as complex, interactive, and varied, 82

curriculum, 6–7

teacher development, 7–8

Classroom assessment, 62–63

College entrance and placement practices, 64–65

Contextual forces that influence the education system, 71–77

and nationally developed standards, 76–77

as a source of influence, 8–9

in which standards evolved, 18–20

who affects the education system from ‘outside,’ 71–75

Criteria for measuring effectiveness of standards, 82–83

Critical view of claims about standards stimulated by the Framework, 94–95

Current studies

on aligning district investment in teacher professional development with nationally developed content standards, 89– 90

on declining science scores in a district committed to NRC standards, 91

examining claims and inferences reported in, 88–92

on standards-based classroom practice in mathematics, 89

on student achievement gains in states which align mathematical standards with NCTM standards, 90–91

Curriculum in the education system, 39– 44

as a channel of influence, 6–7, 32, 39– 47

and development of instructional materials and programs, 41–42

implications of policy decisions for, 39–41

influence of standards on, 44–46

and nationally developed standards, 46–47

selection mechanisms for, 42–44

D

Development of instructional materials and programs, 41–42

Development of national standards

in mathematics, 20–21

in science, 22–23

in technological literacy, 24

District-level standards

assessment and accountability policies, 23, 63–64

curricular, 46

enabling innovative evaluation, 63– 64

influence of corporations on, 73

power residing in, 31

for teacher training, 55

Dual-language materials, 45

E

Education governance

and channels through which reform might flow, 32

Education Summit, 60

Effects of standards-based practices

on decision making, 73–74

on the education system, 71–75

on students, 6, 37–38, 82

Eisenhower Professional Development Program, 40

Elements of the Framework, 33–38

Everyday Mathematics program, 86

Suggested Citation:"Index." 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.
×

F

Framework for investigating the influence of education standards, 4–6, 29–38, 80, 113

actions taken, 5, 36–37

changes attributable to standards, 6, 37

changes in teaching created by nationally developed standards, 81

channels of influence as complex, interactive, and varied, 82

criteria by which effectiveness of standards will be measured, 82– 83

effects of changes attributable to influence of standards, 82

effects of standards-based practices on students, 6, 37–38

elements of, 33–38

influence of nationally developed standards as indirect, entangled, and long-term, 81–82

influence within education system as varying, 82

parts addressed in the Briars and Resnick study, 87

reception and interpretation of nationally developed standards, 5, 36

regarded as evolving rather than final, 94

research task for, 82

in review, 79–83

on the U.S. education system, 29–33

Future investigations, 92–93

assembling knowledge, 92

identifying gaps, 93

G

Gaps

identifying, 93

H

Hypothetical studies, 84–85

I

Improving America’s Schools Act, 60

Individuals with Disabilities Education Act, 60

Inquiry

different forms stimulated by the Framework, 94

International Technology Education Association (ITEA), 1–3, 12, 17, 19–20, 22, 24, 26–27, 75, 81, 89–90

Iowa Test of Basic Skills, 86

ITEA. See International Technology Education Association

K

Knowledge

assembling, 92

L

Licensure, 52–53

Local-level standards. See District-level standards

M

Mathematics and Science Content Standards and Curriculum, 87–88

Mathematics education

Framework for investigating the influence of standards on, 17–27, 80, 113

Mathematics Education of Teachers Project, 51n

N

Nation at Risk, A, 18

Nation Prepared, A:

Teachers for the 21st Century, 18

Suggested Citation:"Index." 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 Aeronautics and Space Administration (NASA), 22, 24

National Assessment of Educational Progress (NAEP), 61

National Board for Professional Teaching Standards (NBPTS), 53, 62, 72

National Commission on Mathematics and Science Teaching for the 21st Century, 74

National Council for Accreditation of Teacher Education (NCATE), 52

National Council of Teachers of Mathematics (NCTM), 1–3, 12, 17, 19–22, 26–27, 75, 81, 86, 88–90

National Education Goals Panel, 19

National Education Summit, 19

National Institutes of Health, 22

National Research Council (NRC), 1–3, 12, 17, 19–20, 22, 26–26, 81, 88, 91

National Science Education Standards, 12, 22, 88

basic principles and features of, 23

National Science Foundation (NSF), 22, 86

National Science Teachers Association (NSTA), 22, 51n, 75

National standards, 17–27, 80, 113

“black box” of, 12

commonalities across the mathematics, science, and technology standards, 24–27

context in which standards evolved, 18–20

developing, for technological literacy, 24

developing, in mathematics, 20–21

developing, in science, 22–23

evolution of, 18–20

as indirect, entangled, varied, and long-term, 81–82

influence on assessment and accountability, 67–68

influence on curriculum, 44–46

influence on teacher development, 55–56

influence on those “outside” the system, 75–76

perspectives on, 2–3

reception and interpretation of, 5, 36

NBPTS. See National Board for Professional Teaching Standards

NCATE. See National Council for Accreditation of Teacher Education

NCTM. See National Council of Teachers of Mathematics

New Standards Mathematics Reference Examination, 86

NRC. See National Research Council

NSTA. See National Science Teachers Association

P

Policy decisions implications of, 39–41

Principles and Standards for School Mathematics, 12, 20–21

basic principles and features of, 21

Professional development ongoing, 53–55

Professional Standards for Teaching Mathematics, 12, 20

Q

Questions for investigating the influence of nationally developed standards, 35, 92–93

assembling knowledge, 92

identifying gaps, 93

S

SAT, 65

Science education

Framework for investigating the influence of standards on, 17–27, 80, 113

Suggested Citation:"Index." 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.
×

Science for All Americans, 19, 22

Selection mechanisms for texts and instructional materials, 42–44

Situating current studies, 86–88

Mathematics and Science Content Standards and Curriculum , 87–88

Standards, Assessments, and What Else? The Essential Elements of Standards-Based School Improvement, 86–87

Sputnik

Soviet launching of, 18

Standards, 17–27, 80, 113

“black box” of, 12

commonalities across the mathematics, science, and technology standards, 24–27

context in which standards evolved, 18–20

developing, for technological literacy, 24

developing, in mathematics, 20–21

developing, in science, 22–23

evolution of, 18–20

as indirect, entangled, varied, and long-term, 81–82

influence on assessment and accountability, 67–68

influence on curriculum, 44–46

influence on teacher development, 55–56

influence on those “outside” the system, 75–76

for mathematics, science, and technology education, 80, 113

perspectives on, 2–3

reception and interpretation of, 5, 36

Standards, Assessments, and What Else? The Essential Elements of Standards-Based School Improvement , 86–87

Standards for Technological Literacy:

Content for the Study of Technology, 12, 24

basic principles and features of, 25

State-level standards

assessment and accountability policies, 23, 63–64

for certification, 52–53

curricular, 35, 44, 46, 90

enabling innovative evaluation, 63– 64

evolution debate in Kansas, 72

incorporating nationally developed standards, 68–69

influence of corporations on, 73

lobbying regarding, 73–74

movements to reform, 19, 81

power residing in, 30–31

on student access, 40

for teacher training, 55

and tests, 39, 60–62

Student achievement gains in states which align mathematical standards with NCTM standards, 90–91

T

Teacher development as a channel of influence, 7–8, 33, 49–58, 50–55

certification and licensure, 52–53

in the education system, 50–55

and nationally developed standards, 57–58

on ongoing professional development, 53–55

on teacher preparation, 50–52

Technology education

Framework for investigating the influence of standards on, 17–27, 80, 113

Technology for All Americans:

A Rationale and Structure for the Study of Technology, 24

Technology for All Americans project, 24

Testing, Teaching, and Learning, 12

Textbook adoption criteria, 45

Suggested Citation:"Index." 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.
×

Third International Mathematics and Science Study, 40, 74

U

U.S. Department of Education, 22, 31, 40, 72

U.S. education system, 3–4, 31–33

assessment and accountability, 33

curriculum, 32

teacher development, 33

Suggested Citation:"Index." 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 125
Suggested Citation:"Index." 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 126
Suggested Citation:"Index." 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 127
Suggested Citation:"Index." 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 128
Suggested Citation:"Index." 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 129
Suggested Citation:"Index." 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 130
Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education Get This Book
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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.

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