| Description |
xi, 251 pages ; 25 cm |
| Bibliography |
Includes bibliographical references and index. |
| Contents |
Smith, R. A. Introduction: educational criticism and the PPBS movement in education.--Atkin, J. M. Professional leadership and PBTE.--Broudy, H. S. CBTE/PBTE--do they mean what they say?--Neff, F. C. Performance-based teaching: a new orthodoxy?--Johnson, M. Conceptual confusion and premature policies.--Petrie, H. G. Can education find its lost objectives under the street lamp of behaviorism?--Smith, P. G. Instructional objectives and observable behavior.--Waks, L. J. Educational objectives and existential heroes.--Apple, M. W. The adequacy of systems management procedures in education.--Levit, M. The ideology of accountability in schooling.--House, E. R. The dominion of economic accountability.--Broudy, H. S. Accountability: what does not go without saying?--Arnstine, D. PBTE and measurement: a program based on a mistake.--Rodgers, F. A. Minority groups and PBTE.--Nash, P. A humanistic approach to performance-based teacher education.--Greene, M. Choice versus performance: an existential look at PBTE.--Wirth, A. G. PBTE: a question of values.--Clark, W. H. Performance-based teacher education and the teaching of English.--Eisner, E. W. Do behavioral objectives and accountability have a place in art education.? |
| Subject |
Teachers -- Training of -- United States.
|
|
Teachers -- Training of. |
|
United States. |
| ISBN |
0471803626 0471803434 (paperback) |
|
