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While the core professional courses offered for all teachers, and teacher institutes and meetings certainly give much attention to goals 1 and 2, these goals should also be re-emphasized and interpreted in the professional courses in special areas and in-service training programs in special areas. In this paper goal 3 will be taken up last since it serves as a bridge for our change of focus from a graduate program to an undergraduate program.

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Representatives of eight colleges and universitiesreport the results of experimental investigations aimed at improving teacher education in these fields. AS a part of the Science Teaching Improvement Program of the American Association for the Advancement of Science, a project known as Studies in Teacher Education has been carried out during the past three years, with the cooperation of nine colleges and universities.The funds for support of the activities were provided by the Carnegie Corporation of New York. Purpose and ResultsThe purpose of the project has been to encourage experimental approaches to the professional education of science and mathematics teachers. Those responsible for the program recognized that large amounts of funds were available for experimentation with the science-content preparation of the science and mathematics teacher, but that similar funds for studying the professional education aspects of this preparation, which are also extremely important, were not. Hence, this project was inaugurated.Papers reporting the results of the investigations in seven of the colleges and universities were presented at the annual meeting of the AAAS in Denver in December 1961. Abstracts of seven of the papers presented in Denver and two additional reports, from the University of Delaware and Oklahoma State University, are presented on the following pages.

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