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Investigating the Influence of Standards A Framework for Research in Mathematics, Science, and Technology Education (2002) / Chapter Skim
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7 Contextual Forces that Influence the Education System
Pages 71-78

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From page 71...
... Overall public support for "high academic standards" in public schools has remained strong since national educational goals were established in 1989 by President George H.W. Bush and the nation's governors (Public Agenda, 2000; Johnson and Aulicino, 19981.
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From page 72...
... For example, in 2000, the electorate voted new members to the Kansas School Board who were committed to including biological evolution in the state curriculum framework and state assessments, in sharp contrast to the state's preceding Board, which had restricted the teaching of this topic (Belluck, 2000~. Sometimes public officials use their position to influence others and advance particular reforms, as Governor Hunt did in persuading the North Carolina legislature to establish incentives and rewards for teachers seeking NBPTS certification (North Carolina Public Schools, 2000~.
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From page 73...
... For example, education and professional associations and their government relations representatives lobby federal and state lawmakers regarding policy decisions, including financial allocations. Teachers and administrators may use information from national associations to encourage local school officials to limit the sizes of classes assigned to laboratory rooms, select particular textbooks or curricular programs, or increase funding for instructional technology.
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From page 74...
... ~cartior' System In addition to exerting influence through the political system, some businesses, education and professional organizations, and others have acted to influence the education system directly. Major chemical, pharmaceutical, technology, and aerospace firms have invested in science education reform for many years for example, some corporate officials work with educators to help school districts develop and implement local strategic plans to provide inquirycentered science programs for all students (National Science Resources Center, 1999~.
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From page 75...
... HOW CAN NATIONALLY DEVELOPED STANDARDS INFLUENCE THOSE "OUTSIDE/' THE SYSTEMS HOW MIGHT THEY, IN TURN, INFLUENCE THE EDUCATION SYSTEMS Standards are more likely to have an influence on the education system if they are supported by the "outside" forces, rather than being ignored or even opposed. If the standards are influencing individuals and groups external to the education system as intended, decisions enacted by elected officials and policy makers would show support for standards-based reforms.
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From page 76...
... Opponents would encourage funding or programmatic decisions regarding curriculum, professional development, and accountability practices that inhibit implementation of the nationally developed standards, working to convince legislators, governors, and school boards that the fiscal, resource, or political costs assoc ated with changes urged by the standards are inappropriate. CONTEXTUAL FORCES AND NATIONALLY DEVELOPED STANDARDS The Framework questions (see Figure 3-3)
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From page 77...
... - Who has been affected and how? Studies that address such questions will enable educators and policy makers to begin accumulating evidence and formulating answers to the Framework's two overarching questions: How has the system responded to the introduction of nationally developed standards?
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From page 78...
... Again, these are not all of the important questions to be asked about the findings and conclusions of research related to nationally developed standards in mathematics, science, or technology education. Other important questions include congruence of the research design with the research questions, execution of the design, adequacy of the database, and quality of data-analysis approaches.
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Key Terms

  • developed standards
  • technology education
  • elected officials
  • professional development
  • local school

  • outside forces
  • school boards
  • regarding curriculum
  • public schools
  • forces affecting

  • school districts
  • professional associations
  • limit assessment
  • curricular programs
  • public criticism

  • adequate funding
  • local levels
  • state lawmakers
  • enable educators
  • national associations

  • businesses offer
  • view education
  • programmatic decisions
  • preceding board
  • school board

  • including financial
  • technology design
  • formulating answers
  • political costs
  • design professionals


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