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In 2001, with support from National Science Foundation, the National Research Council began a review of the evidence concerning whether or not the National Science Education Standards have had an impact on the science education enterprise to date, and if so, what that impact has been. This publication represents the second phase of a three-phase effort by the National Research Council to answer that broad and very important question. Phase I began in 1999 and was completed in 2001, with publication of Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education (National Research Council, 2002). That report provided organizing principles for the design, conduct, and interpretation of research regarding the influence of national standards. The Framework developed in Phase I was used to structure the current review of research that is reported here. Phase II began in mid-2001, involved a thorough search and review of the research literature on the influence of the NSES, and concludes with this publication, which summarizes the proceedings of a workshop conducted on May 10, 2002, in Washington, DC. Phase III will provide input, collected in 2002, from science educators, administrators at all levels, and other practitioners and policy makers regarding their views of the NSES, the ways and extent to which the NSES are influencing their work and the systems that support science education, and what next steps are needed.
Reviewing the Evidence, A Workshop Summary National Research Council,
Division of Behavioral and Social ... The National Science Education Standards,
first introduced in 1996, call for teachers to focus on the “big ideas” in science,
use ...
This book documents the discussions and outcomes of the work of the following working groups made up of participants of the Research Catalyst Conference: Assessment and Student Achievement, the Changing Nature of Schooling and School Demographics, Instructional Materials and Curriculum, Local Policy and Community Context, State and National Policy, Teaching and Learning, Teacher Preparation, and Teacher Quality and Professional Development, as well as the presentations made at three plenary sessions during the conference. Also included are the NCTM's Standards Impact Research Group's research briefs, produced as background and distributed to all participants in advance of the conference. These briefs were commissioned or written by authors who also planned this conference, selected participants from a large pool of applicants, and in some instances led the working groups.
This book documents the discussions and outcomes of the work of the following working groups made up of participants of the Research Catalyst Conference: Assessment and Student Achievement, the Changing Nature of Schooling and School ...
