How strange and ironic it is that teachers, who disseminate knowledge, have so little time and opportunity to acquire it. Undergraduate teacher education is justifiably criticized — even by its recipients — for its lack of academic content and rigor. Many students exit colleges and universities insufficiently equipped to teach a specific subject. In a survey that asked teachers whether they felt prepared to teach basic mathematics, for example, the majority said no. Fewer than 20% of elementary school teachers and half of middle school teachers said they felt prepared. In fact, only three-fourths of high school math teachers said they know enough about the subject to teach it well — and, presumably, they majored, or at least minored, in it. This may be one