An investigation into the value of selected tests and techniques for guidance of prospective teachers enrolled in community experiences course

I. THE PROBLEM. In the fall of 1951 the University of Houston inaugurated a course entitled Community Experiences for Prospective Teacherie In the spring of 1952 forty-one freshmen enrolled in the course. They spent three hours per week with groups of children in community agencies and two hours per week in seminars and general sessions on caucus. Optimum development of the course, it was assumed, would be aided by building-in evaluation techniques from the start. [...]