Abstract
Pennsylvania, with 14 state-supported teachers colleges, is concluding three years of intensive effort to analyze its needs and to reorganize the basic structure of its teacher-education program. How could the state program be advanced on a broad front and yet protect each individual in stitution so that it might experiment in terms of its own philosophy, resources, and service-area needs? The cooperative approach, described here by Mr. Pratt, President, State Teachers College, Indiana, Pennsylvania, bespeaks further progress.
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