This paper looks at aspects of teacher training and
instructional quality in the instruction of mathematics and sciences
in New York State schools, concentrating primarily on students in the 7-12 grade range and ways in which teacher training and
instructional quality can interact in a planned program. This program is designed to train math and science teachers in more
effective uses of pedagogy and the student-centered classroom in New York schools and focuses on the implementation of technology in the classroom as related to these subjects. It begins with a literature review in which instructional methods for mathematics and science teachers are assessed. Current policy is then analyzed, including training programs in other states that have been shown to be effective in teacher training. It advocates a system in which technology in the classroom, combined with more effective teacher-student interaction and subject application, can be introduced into the educational system. Outline Introduction Literature Review Current Policy Recommendations Short-Term and Long-Term Benefits Conclusion Bibliography