A mathematics laboratory is described that plays a central role in an undergraduate and graduate teacher education program. The laboratory allows students to relate mathematics content with teaching methodology and instructional planning systems. (MP)

The retooling of elementary school teachers in science may provide some relief for the shortage of science teachers. An innovative program is described, with data presented to depict teachers' concerns, state anxiety, and attitudes. (MNS)

Alternative techniques are suggested to some of the conventional approaches to teaching problem solving. Three general, conventional approaches are noted, and the nature and use of visual thinking is detailed as the fourth alternative. Examples of lessons with fifth graders using the fourth approach are provided to promote this method. (MP)

Describes a home-based supplementary science program for elementary school age children. The program emphasizes process skill application, simple equipment, and the use of parents as experiment advisors. (CP)

Proposals for modifying attitudes and anxieties about mathematics by inner city students and increasing the chances these pupils have to succeed in college mathematics are presented. Orientation sessions are proposed for students entering colleges with mathematics deficiencies and anxieties. (MP)

The nature of schools and science education in Korea are summarized and the Ohio State program conducted for the Korean Ministry of Education is described. The program emphasized laboratory experiences and the development and evaluation of instructional activities. (KR)

Described is an extracurricular organization for future science teachers at the undergraduate level. The formation, activities, and service projects of the group are discussed. The benefits of this type of group to preservice science teachers is stressed. (CW)

Described is the relationship between a middle school and a medical school. Discussed are the background; selection, recruitment and enrollment of students; fostering teacher commitment and cooperation; curriculum design and implementation; student and parent involvement; and applicability to other settings. (KR)