Two schools of educationóa large, city university and -mall, rural state collegeófollowed distinctly different paths over a 70-year history in their efforts to conceptualize what novice elementary teachers should know, value, and be able to do. This book presents a comparative case history between these schools, showing how the curriculum changed over time with respect to ongoing cases of controversy in teacher education. The author demonstrates how both institutions struggled in the attempt to maintain philosophical and programmatic coherence.
