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

North Carolina Agricultural & Technical State University, Greensboro NC

Investigators

Abstract

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.