A novel approach to the evaluation of the effectiveness of teacher preparation programs
which utilizes judgment of users rather than seeking behavioral correlates between
program activities and pupil achievement is presented. Field-derived descriptors of "good
teacher" are scaled for value (importance) by both supervisors and graduates. The ability
to prioritize areas needing program modification and relate program to field is thus
enhanced. Procedures used to obtain the data, some preliminary data analysis, and a
discussion of the objectivity of the method and problems incurred in using the behavioral
approach to program evaluation are presented.
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