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Who Gets Better Results with Young Children-Experienced Teachers or Novices?

teaching competence offer new possibilities for research on teaching. The tests may prove useful, not only to researchers, but also to educators interested in the selection and the preparation of teachers. General descriptions of tests to measure teacher competence may be found in the writings of Millman (1) and in the Performance-based Teacher Education Series, papers commissioned by the Committee on Performance-based Teacher Education, a committee of the American Association of Colleges for Teacher Education (2). Experimental findings on the validity of the performance test as a measure of teacher proficiency are reported in the work of Justiz (3), Taneman (4), and Popham (5). The Popham study invites special attention. Popham developed performance tests of teaching skill in social science, auto mechanics, and electronics. In these tests an individual's teaching prowess is a measure of his ability to bring about specified changes in learners. In Popham's study, the performance of experienced, certified teachers was compared with the performance of individuals who had no training as teachers. In none of the three comparisons did teachers significantly outperform nonteachers.