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From page 125... ... , 19, 22, 43, 88 American Chemical Society, 75 American Institute of Biological B Sciences (AIRS) , 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, 6768 impact and unintended consequences of, 65-67 and nationally developed standards, 68-69 state and district policies, 63-64 Benchmarksfor Scientific Literacy, 22, 88 C Certification, 52-53 Changes attributable to nationally developed standards, 6, 37, 81 125 Read the entire page →
From page 126... ... INVESTIGATING THE INFLUENCE OF STANDARDS 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, 8990 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, 3944 as a channel of influence, 6-7, 32, 3947 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, 6364 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, 86 126 Read the entire page →
From page 127... ... education system, 29-33 Future investigations, 92-93 assembling knowledge, 92 identifying gaps, 93 G Gaps Knowledge 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 identifying, 93 Nation at Risk, A, 18 Nation Prepared, A: Teachers for the 21st Century, 18 127 Read the entire page →
From page 128... ... 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, 113 128 Read the entire page →
From page 129... ... The Essential Elements of Standards-Based School Improvement, 86-87 Standards for Technological Literacy: Contentfor 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, 6364 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 forAII 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, 45 129 Read the entire page →
From page 130... ... education system, 3-4, 31-33 assessment and accountability, 33 curriculum, 32 teacher development, 33 130 Read the entire page →

From page 125...

... , 19, 22, 43, 88 American Chemical Society, 75 American Institute of Biological B Sciences (AIRS) , 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, 6768 impact and unintended consequences of, 65-67 and nationally developed standards, 68-69 state and district policies, 63-64 Benchmarksfor Scientific Literacy, 22, 88 C Certification, 52-53 Changes attributable to nationally developed standards, 6, 37, 81 125

Read the entire page →

From page 126...

... INVESTIGATING THE INFLUENCE OF STANDARDS 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, 8990 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, 3944 as a channel of influence, 6-7, 32, 3947 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, 6364 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, 86 126

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From page 127...

... education system, 29-33 Future investigations, 92-93 assembling knowledge, 92 identifying gaps, 93 G Gaps Knowledge 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 identifying, 93 Nation at Risk, A, 18 Nation Prepared, A: Teachers for the 21st Century, 18 127

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From page 128...

... 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, 113 128

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From page 129...

... The Essential Elements of Standards-Based School Improvement, 86-87 Standards for Technological Literacy: Contentfor 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, 6364 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 forAII 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, 45 129

Read the entire page →

From page 130...

... education system, 3-4, 31-33 assessment and accountability, 33 curriculum, 32 teacher development, 33 130

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Index Pages 125-130

Index
Pages 125-130