Skip to main content

Currently Skimming:

3 A Framework for Investigating the Influence of Education Standards
Pages 29-38

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.


From page 29...
... Approximately 2.7 million teachers are responsible for the education of more than 47 million pupils in nearly 90,000 public schools; another 6 million students attend private schools (National Center for Education Statistics tNCES]
From page 30...
... In the next layer of the system, school districts are responsible for ensuring implementation of state and federal education policies, and often create additional, local education policy. District leaders set instructional priorities, provide instructional guidance, create incentive structures, and may influence the willingness and capacity of schools and teachers to explore and implement different instructional techniques.
From page 31...
... For example, the USDoE creates mandates for serving special-needs students, provides aid for districts serving disadvantaged students, and distributes funds to support professional development (through Title I and Title II of the Elementary and Secondary Education Act)
From page 32...
... The channels are: · Curriculum. Mandates end resources fromlegislative bodies, and decisions and developmental work by teachers, school and district curriculum coordinators, state agencies, curriculum development organizations, and textbook publishers all collectively define what teachers should teach and students should learn.
From page 33...
... Student assessment practices created by teachers, district or state agencies, assessment developers, postsecondary institutions, and others establish ways that student learning is monitored, and, in so doing, may operationally define the classroom content that matters most. Based on assessment results, accountability mechanisms often establish consequences for students, teachers, and schools.
From page 34...
... Teachers and Teaching Practice in classroom and school contexts Student Learning FIGURE 3-2 A Conceptual Map for Investigating the Influence of Nationally Developecl Stanclarcls for Mathematics, Science, and Technology Eclucation and channels through which nationally developed standards may influence teachers and student learning (see Figure 3-2~. Second, the Framework includes a set of guiding questions that can be applied to various policies, programs, and practices within the system and to outside influences that may affect the system (see Figure 3-3~.
From page 35...
... . · Reform ideas may be altered or ignored for various reasons (including prior beliefs and ongoing debate)
From page 36...
... Variations in resources, professional expertise, structural features, working cultures, and values will affect their motivation and ability to implement nationally developed standards in some form or other. Enactment of standards represents an unfolding story of reform intentions interacting with the multiple contexts within which teachers work and learners learn (Talbert and McLaughlin, 19931.
From page 37...
... Thus, it is entirely possible that nationally developed standards or other educational interventions may engender practices that differentially benefit (or harm) some segments of the student population, or that benefit some schools or communities more than others.
From page 38...
... The next four chapters provide more detail regarding the channels and outside forces through which standards may influence the education system. Each chapter starts with a brief overview of that part of the system, examines ways in which nationally developed standards might stimulate either positive or negative changes, and identifies places to look for evidence of any impact standards may have had.


This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More information on Chapter Skim is available.