Abstract
If we are to capitalize on the existing high level of interest in and concern about the preparation of the elementary-school teacher, we must have meaningful evalua tions of current practice. In this article Miss Cook, of State Teachers College, Man kato, Minnesota, reports the results of a comprehensive inquiry in which judgment evaluations were obtained from elemen tary-school teachers in service in seven states. Her findings point the way to im provement, particularly in the preservice education of elementary-school teachers.
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