Abstract
In many colleges throughout the nation we observe lip service to the concept of selective admission to teacher-education curricula. Everywhere we note a readi ness to admit that the central problem to be solved in the professionalization of teaching is found in this challenge. But where do we find evidence of really courageous action? How many programs have gone beyond the "talking" stage? Mr. Heiges, Dean of Instruction, State Teachers College, Indiana, Pennsylvania, reports progress in one institution.
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