Investigating the Influence of Standards A Framework for Research in Mathematics, Science, and Technology Education (2002) / Chapter Skim
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8 Using the Framework
8 Using the Framework
Pages 79-96
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From page 79... ...
Although this chapter outlinespossible uses of the Framework, the Committee stops short of presenting a research agenda, which was not part of the Committee's charge. In illustrating how the Framework can be applied, the chapter considers what will be involved in seeking sound, useful answers to this document's overarching questions about the influence of nationally developed standards on programs, policies, practices, and student learning.
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From page 80... ...
How has the system responded to the introduction of nationally developed standards? r Channels of Influence Within the Education System Contextual Forces · State, District policy decisions · Politicians and · Instructional materials development Policy Makers · Text, materials selection · Public Teacher Development · Initial preparation · Business and · Certification Industry · Professional development · Professional Assessment and Accountability Organizations · Accountability systems · Classroom assessment · State, district assessment · College entrance, placement practices Within the education system and in its context— · How are nationally developed standards being received and interpreted?
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From page 81... ...
2. The expected influence of nationally developed standards on teaching practice and student learning is likely to be (at indirect, taking place through proximate effects on otherparts of the education system; ( entangled (and sometimes confused)
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From page 82... ...
3. Three core channels exist within the education system through which nationally developed standards can influence teaching and learning.
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From page 83... ...
Rather, various types of studies, each guided by its own appropriate methodologies, will be needed to establish the scale and scope of influences, identify routes by which standards actually exert influence, and ascertain the direction and educational consequences of those influences. Table 8-1 contains several hypothetical examples that illustrate how different macro and micro studies can "cover" the terrain of the Framework, and respond to one or more questions posed earlier in this document.
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From page 84... ...
In o · ~n At E At 5 A_ o o at o In In 5 In as · _ u ·_ 5 o Q I oo a,, cu.
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From page 86... ...
An NSF Local Systemic Change grant provided funding for extensive professional development to prepare teachers to teach that curriculum. A study was conducted to evaluate the effects of this "nearly complete standards-based system" in mathematics, looking at student achievement on both the standards-based and traditional assessments.
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From page 87... ...
Studies with different purposes, designs, and evidence bases would cover different parts of the Framework. Consider this analysis: Mathematics and Science Content Standards and Curriculum Frameworks (Council of Chief State School Officers, 1997)
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From page 88... ...
The analysis also considered differences in content found in state mathematics and science frameworks or standards documents and main ideas and categories found in corresponding national standards, noting omissions and additions. The analysis pointed out how state documents acted as a "bridge" between nationally developed standards and local efforts to improve teaching and learning in these subject areas.
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From page 89... ...
Assume that teachers have been well trained in this form of teaching and are committed to it. If, after sufficient time passes for the curriculum to have affected student learning across grades, a well-designed study documents indifferent or poor student results on assessments keyed to NCTM standards, it would be reasonable to infer that national mathematics standards contributed little to student learning or might even have detracted from it.
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From page 90... ...
Impressive student achievement gains in states that apparently embrace national mathematics standards invite the possible conclusion that the standards contributed to the improvements in student performance. But even assuming a technically sound analysis of test score trends that took into account known correlates of student achievement scores (e.g., student socioeconomic status)
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From page 91... ...
.. trio r ramewor~ were taken into account: alignment oetween trio district's science assessments and the curriculum, teachers' interpretations of the standards and attempts to realize them in classroom instruction, and the extent of professional development for teachers unfamiliar with standards-based classroom practice.
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From page 92... ...
The Framework offers a basis for assembling knowledge gained from existing studies. Using Framework components as organizers, research syntheses and reviews can summarize what has been learned about the extent to which the education system has changed in response to nationally developed standards, particularly in terms of classroom practice and student learning.
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From page 93... ...
As noted earlier, relatively few studies have investigated the relationships among professional development, teacher knowledge, instructional practice, and student achievement, either generally or with regard to national standards (Kennedy, 1998; Wilson and Borne, 19991. This paucity of studies regarding potentially important avenues for standards to reach classroom practice and student learning may signal a need to fill the gap.
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From page 94... ...
Strong conclusions about effects or implications of nationally developed standards presume an understanding of the entire education system (encompassed by the Framework)
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From page 95... ...
Public conversations about the worth and impact of standards in mathematics, science, and technology or about standards-based reforms in general will continue. The Framework offered here is intended to help the education research community contribute to that debate with reasoned voices based on evidence and sound inference.
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From page 96... ...
(1999~. Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development.
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