The principal purpose of this article is to examine only a part of the teacher education program and to report on one departure from the traditional program that offers potential for significant qualitative improvement in the product of such programs. (Author)

Summarizes the author's doctoral research at Northern Illinois University in 1971. (Editor)

A teacher's performance is shaped by the way in which he approaches his job. This study analyzes the effect of certain teacher training experiences on attitudes toward teaching of reading in high school. (Author)

Address presented at the College of Education, University of Toronto, Toronto, Ontario, Canada, during the autumn of 1971. (DS)

Describes the content of a one year post-degree program of science teacher education that utilizes flexible scheduling of required courses and integration of curriculum, methods, philosophical analysis, educational psychology and sociology. (AL)

Describes production of attitude scale assessing beliefs about science and about teaching techniques suitable for elementary school science. Provides data on attitude changes during a one-semester methods course. Copy of scale appended. (AL)

Reports on selected opinions of secondary science methods instructors and their students concerning the new science courses and inquiry teaching, based on the Research on Science Education Survey conducted with 37 colleges and universities from October 1967 to March 1968. (PR)

Reports on the responses to questionnaires sent to instructors of both the general secondary level methods course and the more specific English methods course in an attempt to identify possible overlap between the two courses. (HOD)