"Qualitative evaluation" is the theme of this issue of the California Journal of Teacher Education. Ralph Tyler states that evaluation is essentially descriptive, and using numbers does not solve basic problems. Martha Elin Vernazza examines the issue of objectivity in history and its implications for evaluation. She posits that the decisive factor in achieving "objectivity" is the investigator's professional competence in the use of critical judgment. John W. Ratcliffe discusses some recent paradigm shifts in scientific thought, and presents some methodological guidelines for evaluation that are congruent with these shifts. Mark St. John distinguishes between seeing what is happening and one's image of what is happening. Rebecca Zwick and Leonard A. Marascuilo review the evaluation of the Twin City Institute for Talented Youth, and show how it would have been improved with their own quantitative approach. Elliot W. Eisner describes the methodology of educational connoiseurship and educational criticism and illustrates its application. Bruce Joyce and Robert N. Bush describe the California Staff Development Study; and James C. Stone describes an evaluation of Mele-Maat, a British primary school in the New Hebrides. (BW)