Investigating the Influence of Standards A Framework for Research in Mathematics, Science, and Technology Education (2002) / Chapter Skim
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4 Curriculum as a Channel of Influence: What Shapes What Is Taught to Whom?
4 Curriculum as a Channel of Influence: What Shapes What Is Taught to Whom?
Pages 39-48
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From page 39... ...
the curriculum, Policy decisions about curriculum and resources to support Development of instructional materials and programs, and Processes and criteria for selecting instructional materials. CURRICULUM IN THE EDUCATION SYSTEM Imp~icartior~s of Policy Decisions Many states play prominent roles in determining public school curricula the content outlines and sequences of topics that, as a whole, specify what mathematics, science, and technology content students are to learn.
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From page 40... ...
Accreditation protocols, including compliance reviews of federally funded programs, place increasing demands on schools to clearly define and support mathematics, science, and technology content congruent with state learning standards and frameworks. The federal government influences the school curriculum mainly through policy decisions that affect resource allocations.
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From page 41... ...
The curriculum channel is linked to the other components of the education system in multiple ways. Teacher development programs, the use of assessment and accountability to spur educational reform, and public influence on policy decisions may directly affect the school curriculum.
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From page 42... ...
Federal agencies and other grant-awarding sources often support nonprofit organizations and educators at universities or school districts in producing discipline-specific instructional materials and programs. Teachers may also create some of their own materials individually and with peers, sometimes in response to school or district curriculum frameworks and sometimes based on their own views of what is important for students to learn or based on materials they encounter at professional meetings.
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From page 43... ...
It is not uncommon for an adopted textbook to remain in use for five to eight or even ten years; a text selected in 1995 could still be in use in 2005. Teachers sometimes select materials that conform to their own beliefs about teaching, despite district curriculum guidelines or the changing nature of the subject (Grossman and Stodolsky, 1995; CCSSO, 2000~.
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From page 44... ...
State content standards would be consistent with content specified by the nationally developed standards, providing comprehensive guidance on what should be taught at each grade level, stimulating creation or adoption of curricular materials and textbooks at the local level that embody the standards' vision, and providing direction to needed curricular guidance and support. Graduation requirements would reinforce 44
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From page 45... ...
If standards influenced the curriculum, both the intended and enacted curriculum would focus on mathematics, science, and technology learning goals specified in the standards; K-12 programs would be coordinated system-wide both within and across grades and aligned with the content as outlined in the standards documents. Schools, districts, and states would have an infrastructure supporting delivery of standards-based curricula in mathematics, science, and technology, including programs to support teachers' instructional needs in relation to those curricula.
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From page 46... ...
. How are these standards being received and interpreted by states as they work on their own standards, by curriculum developers Ho are designing instructional materials, by districts Ho are making decisions about K-12 curriculum programs and choosing instructional resources, and by teachers as they plan instruction and work with their students?
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From page 47... ...
It represents a second major factor to be taken into account in evaluating the impact of nationally developed standards on student learning.
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From page 48... ...
offer guidance in studying the influence of standards on teacher preparation, certification, and ongoing professional development by raising questions such as these: How has the teacher development component of the education system responded to the introduction of nationally developed standards? How are the standards being received and interpreted by higher education institutions in redesigning their teacher preparation and inservice programs, by state agencies in determining criteria for teacher licensure, and by schools and districts in hiring teachers andprovidingfor their inservice learning?
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