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.
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. https://doi.org/10.17226/10023.
|CHAPTER 1 Introduction||11-16|
|CHAPTER 2 Standards for Mathematics, Science, and Technology Education||17-28|
|CHAPTER 3 A Framework for Investigating the Influence of Education Standards||29-38|
|CHAPTER 4 Curriculum as a Channel of Influence: What Shapes What Is Taught to Whom?||39-48|
|CHAPTER 5 Teacher Development as a Channel of Influence: How Do Teachers Learn What and How to Teach?||49-58|
|CHAPTER 6 Assessment and Accountability: What Kinds of Assessment Are Used and for What Purposes?||59-70|
|CHAPTER 7 Contextual Forces That Influence the Education System||71-78|
|CHAPTER 8 Using the Framework||79-96|
|APPENDIX A Participants at the Workshop on Understanding the Influence of Standards in K-12 Science, Mathematics, and Technology Education||109-112|
|APPENDIX B A Framework for Investigating the Influence of Nationally Developed Standards for Mathematics, Science, and Technology Education||113-114|
|APPENDIX C Biographical Sketches||115-124|
The Chapter Skim search tool presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter. You may select key terms to highlight them within pages of each chapter.
The National Academies Press (NAP) has partnered with Copyright Clearance Center's Rightslink service to offer you a variety of options for reusing NAP content. Through Rightslink, you may request permission to reprint NAP content in another publication, course pack, secure website, or other media. Rightslink allows you to instantly obtain permission, pay related fees, and print a license directly from the NAP website. The complete terms and conditions of your reuse license can be found in the license agreement that will be made available to you during the online order process. To request permission through Rightslink you are required to create an account by filling out a simple online form. The following list describes license reuses offered by the National Academies Press (NAP) through Rightslink:
Click here to obtain permission for the above reuses. If you have questions or comments concerning the Rightslink service, please contact:
Rightslink Customer Care
Tel (toll free): 877/622-5543
To request permission to distribute a PDF, please contact our Customer Service Department at 800-624-6242 for pricing.
To request permission to translate a book published by the National Academies Press or its imprint, the Joseph Henry Press, pleaseclick here to view more information.