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The article features the paper, an entry for the 1970 American Association of Colleges for Teacher Education Distinguished Achievement Awards, titled "Urban Area Elementary Student Teaching Program," by the University of Minnesota. The paper presents the program initiated by the University aimed at preparing prospective elementary teachers for inner city schools. The report stressed that student teachers were able to understand the sources of problems encountered in inner city classrooms by knowing the background of the family, the students, and the community.

The article presents the general outline of research projects in reading that was being compiled at the University of Minnesota during 1960s in Minnesota. The university conducted a national survey that determines the status of opinions and practices of reading readiness among kindergarten pupils. The author was able to identify that the problem of the first grade teacher is the method or the technique of measuring perception without an advanced psychometric instruments and techniques in reading.

The article reports on the revisions in the certification regulations for teachers in Minnesota. The copies of a preprint on teacher certification were sent to the Teacher Education for Professional Standards Commission. The paper had put emphasis on the standards of admission as an attribute of teaching profession.

The article focuses on the process of selecting students for the College of Education at the Universality of Minnesota in Minneapolis, Minnesota. The Student Personnel Office of the college will coordinate the program of admission and continuing selection. The selection program is organized by many university-wide services, which include the Student Counseling Bureau of the University, the Student Health Service and the Mental Hygiene Clinic, and the Speech and Hearing Clinic. Further, the arrangement that played an important influence on the development of the selection program was detailed. In addition, the College of Education's purpose is to admit those students who can accept teaching position, can function adequately as teachers, and can complete a degree program.

The article presents the results of one of the larger studies and reveals data related to the teacher education. The Minnesota Teacher Attitude Inventory (MTAI) is designed to measure the teacher's attitudes on relating with the pupils in interpersonal relationship. It establishes the validity of MTAI for predicting the ability of classroom teachers to create and maintain relationships with the pupils. It states the differences in teacher attitudes according to kind of teacher education institution attended.

First-year teaching is a trying experience for anyone. For the unusually confident and mature individual, this first year of professional work presents many challenges and problems. For the somewhat over-conscientious and idealistic, although potentially promising person, the achievements experienced may seem out of proportion to the failures, with the resulting decision to quit teaching for some other more lucrative and less harassing field of work. The author, in the article presented here, makes an interesting attack on the problem of how to keep our over-burdened and under-experienced beginning teachers with the profession. Mr. Bergstrom. formerly a public school teacher and a supervisor of student teaching at both the University, of Minnesota and Western Washington College of Education, is now Coordinator of Instructional Services for the University City (Missouri) Public Schools. [ABSTRACT FROM AUTHOR]

The article evaluates the predictive validity of the Minnesota Teacher Attitude Inventory taking into consideration the attitudes of pupils toward school. The teachers who participated were graduates from the University of Minnesota and were teaching elementary classes. The pupil-attitude responses were obtained on form administered by the University Faculty members. The pupil form was entitled "How I Like School." Based on the results of the research, it can be interpreted that boys are not expected to like school than girls do. The greater prevalence of reading difficulties among boys, would interpret the observed sex difference in enjoying school activities.

The article highlights the third annual nutrition-education workshop, sponsored by Moorhead State Teachers College and General Mills Inc., held at the college campus of Moorhead in Minneapolis, Minnesota. The workshop enrolled 15 elementary and secondary teachers from Minnesota, North Dakota, and Montana. Representatives from the Minnesota and North Dakota State Departments of Education and members of the college staff served as consultants. One phase of the in-service-education program at Moorhead State Teachers College was implemented through the teachers' guidance institute, which was held during the week prior to the opening of summer school as a joint project of the college and the State Dept. of Education.