The Tuskegee-Macon CADRE in Science and Math (A Collabora- tive Alliance for Development of Resource Educators)

该项目旨在通过培训现有的小学和中学教师来改善阿拉巴马州农村学校系统的数学和科学教学。这是梅肯县学校系统与塔斯基吉大学、艺术与科学学院和教育学院的教职员工共同努力的结果。项目活动包括：(1)提高教师的科学和数学知识的讲习班；(2)开发和利用示范教室，将教师的科学和数学知识应用于课堂；(3)通过管理人员讲习班和教师顾问的准备，培养领导才能，以确保在项目结束后有效地进行教学改革。该项目的中心重点是培养一支由20名教师顾问组成的骨干队伍，他们将接受足够的准备，作为课堂同行的资源。这一战略包括学校培训、大学教学和教师咨询的多阶段过程。在第一年，大约117名教师和7名管理人员将由大学人员进行培训。在这些教师中，将挑选20名教师参加第二年培训活动的进一步培训，担任项目第三年为其他学区培训教师的带头人。预期的培训结果是：(1)增加教师知识；(2)教师提供更有效的教学；(3)改善学生的表现；(4)示范教室作为教师资源和用于大学教师实习生的临床经验。

This project is designed to improve mathematics and science instruction in a rural Alabama school system by training the existing elementary and middle school teachers. It is a collaborative effort between the Macon County School System and the faculty at the Tuskegee University; College of Arts and Sciences and School of Education. Project activities include: (1) workshops to improve the science and mathematics knowledge of teachers; (2) the development and utilization of demonstration classrooms for the classroom application of teacher knowledge in science and mathematics; and (3) leadership development through administrator workshops and the preparation of teacher consultants to ensure effective instructional change beyond the life of the project. The central focus of the project is the development of a cadre of twenty teacher consultants who will receive sufficient preparation to serve as resources to their classroom peers. This strategy involves a multi- stage process of in-school training, university instruction, and teacher consultation. In the first year, approximately 117 teachers and 7 administrators will be trained by university personnel. Of these, 20 teachers will be selected for further training in second year training activities to serve as lead teachers for training of teachers for additional school districts during the third year of the project. Expected training outcomes are (1) increased teacher knowledge; (2) more effective instructional delivery by teachers; (3) improved student performance; and (4) demonstration classrooms as a teacher resource and for use in the clinical experiences of university teacher trainees.