ABSTRACT
After reading these 15 chapters, the question arises what roles do teacher training programs play in all of this? It is evident from the material presented in this book that there are many concrete possibilities that could and should be tried with at-risk youth. It is of critical importance that colleges of education, and other pertinent aspects of the university, make substantial changes in some, if not all, of the programs outlined in this chapter. These possibilities are both curricular and noncurricular. I would like to address the curricular first, beginning with teacher preparation in colleges of education.
