The Relationship Among Mentoring, Content, Pedagogy, Teacher Knowledge of Growth and Development, Diversity and Technology On Student Outcomes -- A Planning Grant

北卡罗来纳农工大学申请了为期12个月的48,950美元的支持，以允许项目工作人员计划和进一步设计一个TPC项目，该项目将开发和测试一个专业发展模型，以调查指导与知识之间的关系，包括内容、教育学、多样性、人类成长和发展原则、教学技术和行为属性，以经验证明，以提高教学和学生成绩。其前提是，教师在内容知识、教学技能和对不同背景的初中生成长发展的理解方面做好充分准备，可以显著改变学生的成绩。一个对地方、州和全国都具有重大意义的预期结果是，一种模式的发展将增加科学、技术和数学方面准备充分、有执照的中学教师的数量。

A request for $48,950 of support over a twelve-month period is proposed for North Carolina A&T University to allow the project staff to plan and further design a TPC project that will develop and test a professional development model to investigate the relationship between mentoring and knowledge in content, pedagogy, diversity, human growth and development principles, instructional technology and behavioral attributes empirically documented to enhance instruction and student achievement. It is based on the premise that teachers who are well prepared in content knowledge, pedagogical skills and understanding of growth and development of middle grade students from diverse backgrounds can make significant changes in student achievement. An expected outcome of great local, state and national significance is the development of a model that will increase the number of well-prepared and licensed middle school teachers of science, technology and mathematics.