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humanistic philosophical approach. He concluded that "PBTE can serve humanistic purposes only if it avoids the kind of external demands for 'performances' that the individual finds alienating and enervating because of their lack of relation to
the deepest parts of himself" (44:viii).
Publications since 1967 related to the topic of PBTE
have been prolific. The AACTE and the ERIC Clearinghouse on Teacher Education collaborated to publish an annotated bibliography with 189 citations. The categories under which the entries were arranged included: the nature of performancebased teacher education (21 citations); programs (19 citations); kinds of performance (30 citations); modules (6 citations); the improvement of teacher performance (37 citations); the assessment of teacher performance (44 citations); performancebased teacher certification (20 citations); and attitudes of professional organizations (7 citations). This publication also included a five-item bibliography of bibliographies (3:ix).
Elfenbein in a comparative description of PBTE programs
concluded with a bibliography of 125 sources. These citations, like the AACTE bibliography, are basically concerned with program development and references related to evaluation are sparsely interspersed (25)(2).
Not all of the references to the theory of PBTE are
favorable. Broudy seriously questioned whether the movement