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

该项目旨在提高数学和科学教学 在农村亚拉巴马学校系统通过培训现有的小学和 中学教师。 这是梅肯人和 县学校系统和塔斯基吉大学的教师;学院 艺术与科学学院和教育学院。 项目活动包括：（1）举办讲习班， 教师数学知识的开发与利用 示范教室供教师课堂应用 科学和数学知识;（3）领导力发展 通过管理人员讲习班和教师培训， 顾问，以确保有效的教学改革后的生活 该项目 该项目的中心重点是培养一个20人的干部队伍。 教师顾问谁将获得足够的准备，以担任 资源到他们的教室同行。 这一战略涉及多个方面， 学校教育、大学教育和教师阶段性过程 协商 在第一年，大约117名教师和7名行政人员将 由大学人员培训。 其中，20名教师将 在第二年的培训活动中被选中接受进一步培训， 担任其他学校教师培训的牵头教师 在项目实施的第三年。 预期培训 结果是（1）增加教师知识;（2）更有效 （3）提高学生的学习成绩; （4）示范教室作为教师资源， 大学实习教师的临床经验。

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.