Investigating the Influence of Standards A Framework for Research in Mathematics, Science, and Technology Education (2002) / Chapter Skim
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Executive Summary
Executive Summary
Pages 1-10
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Standards created at the national level began working their way into this multifaceted system starting in the late 1980s. Over time, the standards movement grew to include mathematics, science, and technology standards on content, teaching, assessment, and professional development, as well as standards specifying the support needed from the education system and public.
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All three sets of standards affirm the importance of increased expectations, opportunities, and achievement of all students, including groups largely bypassed historically, such as girls and ethnic and language minorities. The standards call on teachers to recognize the rich diversity students bring to classrooms and to provide opportunities for all students to learn.
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The NCTM, NRC, and ITEA standards call for changes not only in what students learn, but also in how that content is taught. According to the standards documents, teachers should have deep understanding of the science, mathematics, and technology content they teach; recognize and address common student preconceptions; design classroom experiences that actively engage students in building their understanding; emphasize the use and application of what is learned; and use assessment as an integral part of instructlon.
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It consists of a conceptual map that identifies the channels through which nationally developed standards may influence teaching practice and subsequently student learning, and 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 education system. As configured, the Framework provides conceptual guideposts for those attempting to trace the influence of nationally developed mathematics, science, and technology standards and to gauge the magnitude or direction of that influence on the education system, on teachers and teaching practice, and on student learning.
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The Framework offers four key questions to guide inquiry into the magnitude and direction of the influence of standards on various parts of the education system: How are nationally developed standards being received and interpreted? The vision expressed in the standards for student learning, teaching practice, and system behavior is conveyed through broadly framed statements, and as a consequence may be interpreted differently by different people.
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What is actually taught in classrooms in the United States is shaped by decisions made at multiple levels the federal government, states, districts, schools, and individual teachers. Exploring what is taught to whom and why involves addressing the implications of a myriad of policy decisions that affect curriculum and resources to support the curriculum; the development of instructional materials and programs; and the processes and criteria for selecting instructional materials that help determine what students will learn in a particular classroom.
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If nationally developed standards are influencing the preparation of new teachers, states would require and postsecondary institutions would create systems that enable prospective teachers to gain the knowledge and skills needed to help students meet standards-based learning goals. Policies and fiscal investments at local, state, and federal levels would focus on re-certification criteria and ongoing professional development opportunities that align with nationally developed standards in the three subject areas.
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If nationally developed standards are influencing assessment policies and practices, assessments would be aligned with learning outcomes embodied in the standards. Accountability policies would support schools and teachers by providing professional development opportunities, instructional materials, and appropriate resources to enhance their efforts to raise performance levels of their students.
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Education policy decisions may also be influenced by media that convey information and shape public perceptions. In addition to exerting influence through the political system, some businesses, education and professional organizations, and others may influence the education system directly, for example, by supporting ongoing teacher professional development efforts.
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generating questions and hypotheses to be explored by future studies through assembling knowledge gained from existing studies and identifying gaps in current research. The Framework should be regarded as an evolving conceptual picture, stimulating different forms of inquiry, and helping to guard against the superficiality that often permeates debate about high-visibility national policies.
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