Dissertations / Theses on the topic 'Portfolios in education'
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Piper, Carla Hagen. "Electronic portfolios in teacher education." Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2478.
Full textFenner, Linda Jackman. "Student Portfolios: A View from Inside the Classroom." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392219553.
Full textCarter, Mark A. "Self-assessment using writing portfolios /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034178382.
Full textAnthony, Jared Judd. "Reflection and electronic portfolios." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/j_anthony_120508.pdf.
Full textPatten, Ivy Kaufhold. "An electronic writing portfolios program for the primary classroom." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1220.
Full textThompson, Deborah. "Portfolios as developmentally appropriate assessment in early childhood education." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4292.
Full textJuras, Sherrie Ann. "Digital portfolios: Advancing assessment through technology." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1951.
Full textHung, Shao-Ting Alan. "Alternative EFL assessment integrating electronic portfolios into the classroom /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215202.
Full textSource: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Adviser: Martha Nyikos. "Title from dissertation home page (viewed June 18, 2007)."
Walls, Douglas McSweeney. "Electronic portfolios politics, procedures, and pedagogy /." abstract and full text PDF (free order & download UNR users only), 2006. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1436018.
Full textJasper, Melanie Ann. "The development of reflective writing strategies in nursing education." Thesis, University of Portsmouth, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297359.
Full textPardieck, Sherrie Chan Rhodes Dent Lenski Susan Davis. "Principals' perceptions of job search teaching portfolios." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986728.
Full textTitle from title page screen, viewed May 11, 2006. Dissertation Committee: Dent Rhodes, Susan Lenski (co-chairs), Susan Nierstheimer, Robert Dean. Includes bibliographical references (leaves 156-163) and abstract. Also available in print.
Tung, I.-Pei. "Documenting the use of digital portfolios in an elementary school classroom." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79982.
Full textMoody, Jane E. "E-portfolios and digital identities using e-portfolios to examine issues in technical communication." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4808.
Full textID: 030646269; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 153-160).
Ph.D.
Doctorate
Arts and Humanities
Texts and Technology
Lam, Mei-yee. "The introduction of portfolio in a secondary school in Hong Kong." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35680830.
Full textOelmann, Julie M. "Why portfolios? : history, philosophy and practice together in a portable folder." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ43927.pdf.
Full textLee, David Solin. "The collaborative development of a national survey of eportfolios in US higher education." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1467890751&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full textAnderson, Craig Donavin. "Video portfolios : do they have validity as an assessment tool?" Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82679.
Full textRice, Richard Aaron. "Teaching and learning first-year composition with digital portfolios." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1239209.
Full textDepartment of English
Airey, Tatum, Andrea Bisso, and John Murphy. "Student Perceptions of the Role of Portfolios in Evaluating the Outcomes of Pharmacy Education." The University of Arizona, 2011. http://hdl.handle.net/10150/614583.
Full textOBJECTIVES: The Accreditation Council for Pharmacy Education recommends incorporation of portfolios as part of the pharmacy curriculum. A study was conducted to evaluate students’ perceived benefits of the portfolio process and to gather suggestions for improving the process. METHODS: A questionnaire was designed, administered, and answered by 250 pharmacy first, second, and third year pharmacy students at the University of Arizona College of Pharmacy. The dependent variable was the students’ perceived benefit of the portfolio process. RESULTS: Students perceived increased benefit if the portfolio helped them: gain an understanding of the expected outcomes, understand the impact of extracurricular activities on attaining competencies, identify what should be learned, identify their strengths and weaknesses, and modify their approach to learning. First year students wanted more examples of portfolios while second and third years suggested more time with their advisor. CONCLUSION: Overall, students perceived the portfolio process as having moderate benefit.
Lißner, Andrea. "E-Portfolios an der Technischen Universität Dresden." Master's thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-112572.
Full textBagley, Pamela Bryan. "Authentic Assessment: How Do Portfolios Fit the Picture?" UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/220.
Full textSamuels, Julie E. "Teacher candidate perceptions of electronic academic portfolios." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/211.
Full textWinters, Marcella Harris. "High school general education and special education teachers' use of portfolios for students with learning disabilities." Thesis, Argosy University/Chicago, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3648627.
Full textThis study was designed to investigate (a) the factors that influence the development of portfolios among students with learning disabilities, (b) the type of support, accommodations, and modifications students with learning disabilities receive while creating portfolios, and (c) the characteristics of portfolios developed by students with learning disabilities. Using a multiple case study approach, the researcher collected data through individual interviews with 14 general education and special education teachers regarding their use of portfolios with their students with learning disabilities. Additional data were obtained from document analysis of the students’ IEPs, completed portfolios, as well as archival data of grades students obtained on their portfolios. Analysis of the data showed that teachers used accommodations and modifications listed in Individual Education Plans (IEPs) to provide adequate support to their students with learning disabilities while creating portfolios. The teachers also used additional strategies and techniques to ensure that their students were successful in their portfolio projects. Analysis of the portfolios and grades revealed that these students produced portfolios that met their teachers’ expectations. The researcher recommended that, in order to meet the learning needs of the students with LD who are involved in portfolio development, teachers should not only use accommodations and modifications listed in the IEPs but also add more techniques found to be beneficial for their students with LD. However, those portfolios will not be effective if they do not meet their teachers’ expectations and meet established deadlines. The researcher also recommends replicating the study to include diverse settings.
Leung, Wing-sze. "Using portfolios for formative assessment in a secondary 6 English classroom." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040124.
Full textKearley, Ina. "The use of teacher portfolios in teacher evaluation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23149.pdf.
Full textAlabdelwahab, Sharif Q. "PORTFOLIO ASSESSMENT: A QUALITATIVE INVESTIGATION OF PORTFOLIO SELF-ASSESSMENT PRACTICES IN AN INTERMEDIATE EFL CLASSROOM, SAUDI ARABIA." Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1037375641.
Full textTitle from first page of PDF file. Document formatted into pages; contains xv, 312 p. Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 247-260).
Walker, Kelsie Hope. "Reflective assessment| Using reflection and portfolios to assess student learning in a writing center." Thesis, University of Arkansas at Little Rock, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569720.
Full textAs writing centers continue to petition for status, funding, and authority on university and college campuses, writing center research and assessment practices continue to evolve. Within the last 10 years, writing center administrators have turned to assessing the writing center based on student learning outcomes (SLOs). This research summarizes the assessment history of writing centers and then proposes a pilot study that uses portfolios and reflection as a way to assess student learning in a writing center on a metropolitan, four-year university campus. This research also discusses the pilot study in terms of future research and implications.
Carney, Joanne M. "Electronic and traditional paper portfolios as tools for teacher knowledge representation /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7922.
Full textChorrojprasert, Linchong. "The use of teaching portfolios by secondary school teachers in Thailand." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060522.100846/index.html.
Full textKolbeck, Bryon. "Developing a portfolio format to document instructional technology coordinator competencies defined by the Wisconsin Department of Public Instruction." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004kolbeckb.pdf.
Full textMcIntyre, Christina C. "Outcomes of Standards-based Portfolios for Elementary Teacher Candidates." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/ece_diss/5.
Full textWang, Shuyan. "Learning experiences in developing electronic portfolios in a master's educational technology program a case study /." Ohio : Ohio University, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1088535495.
Full textDew, Niall Charles. "The social construction of knowledge in healthcare students' electronic portfolios." Thesis, University of Huddersfield, 2017. http://eprints.hud.ac.uk/id/eprint/34143/.
Full textMtose, Xoliswa A. "The use of teaching portfolios in the in-service professional development of school educators." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53182.
Full textENGLISH ABSTRACT: The aim of the study was to critically evaluate the use of portfolios as a basis for reflection in an inservice education programme for school educators. In this context the study had the following objectives: to establish a theoretical background for the use of teaching portfolios; to provide a rationale for teaching portfolios as tools for professional development of teachers; to investigate the use of teaching portfolios as tools for reflection in an in-service teacher education programme and to provide guidelines for utilising teaching portfolios as reflection tools for professional development of in-service teachers. The Diploma in Education (DE) formed the basis of the case study. This undergraduate Diploma in Education is at level 5 (b). According to the National Qualifications Framework (NQF) it is the level at which upgrading teachers who are regarded as 'unqualified' access the bachelor study. The DE is a typical case, because the findings from this case might be used to inform other undergraduate diplomas in Education accredited by the NQF in South Africa. Six in-service teachers were targeted for the research. At the time of analysis the teachers were in the first year of a two-year diploma in Education (DE) programme. The unit of analysis of this study was teachers' portfolios. The purpose of analysing portfolios was to find out how the portfolios portray the professional development of the teachers through their reflections. techniques employed included document study, interviews and observations. The data generating The constant comparative method was used for data analysis. The categories derived from the data analysis were the following: Portfolios are tools for learning from experience; Self assessment strengthens commitment to competent classroom practice; Portfolios provide opportunities for professional development. Concerns about portfolio development dissipate with time and Teachers were able to reflect more deeply. The teaching portfolio in this study has been identified as a vehicle for both self and collaborative evaluation. Guidelines for implementing portfolios in an in-service teacher education programme have been offered by this study, and recommendations have been made for further research.
AFRIKAANSE OPSOMMING: Die doel van die studie was om die benutting van portefeuljes as 'n basis vir refleksie in 'n indiensopleidingsprogram vir skoolopvoeders te gebruik. Binne hierdie konteks het die studie die volgende doelwitte gehad: Om 'n teoretiese basis daar te stel vir die benutting van onderrigportefeuljes; om 'n rasionaal te verskaf vir die benutting van onderrigportefeuljes as 'n professionele ontwikkelingsinstrument; om die benutting van onderrigportefeuljes te ondersoek as instrumente in 'n indiensopleidingsprogram vir skoolopvoeders, en om riglyne daar te stel vir die benutting van onderrigportefeuljes vir die professionale ontwikkeling van skoolopvoeders. Die Diploma in Onderwys (DO) het as basis vir die gevallestudie gedien. Hierdie voorgraadse diploma in Onderwys is gelys op vlak 5(b) van die Nasionale Kwalifikasieraamwerk (NKR) en bied aan "ongekwalifiseerde" opvoeders toegang tot graadstudies. Die DO is gesien as 'n tipiese geval, aangesien die bevindinge van hierdie geval moontlik vir ander voorgraadse diplomas wat op die NKR geregistreer is van waarde mag wees. Ses opvoeders wat indiensopleiding ondergaan het, het die teikenpopulasie van die studie uitgemaak. Ten tye van die navorsing was die opvoeders in hul eerste jaar van die tweejarige DO. Die eenheid van analise was die onderrigportefeuljes van die opvoeders. Die doel met die analise van die portefeuljes was om vas te stel in watter mate dit die professionele ontwikkeling van die opvoeders vergestalt deur hul eie reflektiewe aktiwiteite. Die tegnieke waardeur die data gegenereer is het dokumentstudie, onderhoude en observasie ingesluit. Die konstante vergelykingsmetode is benut in die analise van die data. Die analisekategorieë wat vanuit die data afgelei is, het die volgende ingesluit: Portefeuljes is instrumente vir ervaringsleer; Selfevaluering is versterkend in die verbintenis tot kompetente klaskamerpraktyk; Portefeuljes is geleenthede tot professionele ontwikkeling; Die ontwikkeling van portefeuljes is tydrowend; Opvoeders het die vermoë om in diepte te reflekteer. In die studie IS die onderrigportefeulje geïdentifiseer as 'n instrument VIr beide self- en samewerkende evaluering. Riglyne VIr die implementering van portefeuljes ill 'n indiensopleidingsprogram is voorgstel en aanbevelings vir verdere navorsing is deur die studie gemaak.
Bond, Jerry Nathan. "The use of portfolios among inservice foreign language teachers : an exploratory study /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textPearse, Stephen James. "The portfolio-culture classroom : revealing writers through reflection /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7567.
Full textMesher, Pauline. "Documentation in an elementary classroom : a teacher-researcher study." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103151.
Full textThe purpose of this study is to research the role of documentation in a cycle-two, year one classroom (Grade 3) in a suburban community in Quebec. As the teacher-researcher, my overarching question is to come to a better understanding of how documentation is carried out in the classroom. There are several questions that guide this research: (1) What kinds of documentation are used and what purposes do they serve? (2) What role(s) does the teacher play in the documentation process? (3) What role(s) do the children play in documentation? For the purpose of this study documentation is any recording of or about classroom activities, students, or events influencing learning (Dahlberg, Moss, & Pence, 1999). Data forms included fieldnotes, video tapes, and classroom artifacts. I used complementary categorizing (Maykut & Morehouse, 1994) and contextualizing (Erickson, 1986, 1992; Merryfield, 1990) approaches for analysis, aided by the computer software program Atlas.ti (Muhr, 1997).
Three main categories of documentation were uncovered in the data. These are interactive documentation, reflective documentation, and process-oriented documentation. The activities that supported and sustained the creation of this documentation are explored in detail. The consequences of the documentation process resulted in what is described as an interactive classroom. The major conclusions concern the importance of communication cycles, flexible teacher roles, and the space provided for student participation.
Champion, Eunice Nomava. "Conceptions of academics concerning the nature and purpose of teaching portfolios in higher education." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1021175.
Full textWilliams, Patricia H. (Patricia Howard). "Home Literacy Portfolios: Tools for Sharing Literacy Information and for Assessing Parents' Awareness of and Involvement in their Prekindergarten Child's Literacy Development." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278132/.
Full textMergen, Izzet. "Applications of course management systems in school administration| Music teacher assessment through the use of digital portfolios." Thesis, St. John's University, School of Education and Human Services, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570318.
Full textThis researcher had two purposes. The investigator's purpose in this action research was to develop a working prototype of a music teacher digital portfolio within the Moodle environment, which included artifacts, as they relate to New York State's Annual Performance Review (APPR) legislation. The regulation on teacher evaluation is New York State Code §3012-c. In order to develop the prototype, a first step involved working collaboratively with a panel of instructional leaders in music education to determine what a music teacher digital portfolio template should contain as per this new APPR Legislation. To achieve this goal in an open source course management system, Moodle was used to collaborate digitally with music education leaders from New York State. This researcher did not seek to establish rubrics for assessment. At the same time, however, by presenting artifacts as they relate to the APPR legislation, §3012-c, the investigator presented prototypical evidence of quality teacher performance in student growth and student achievement, and these data entries may be used as a point of reference by supervisors who evaluate professional music educators. The report of this study took two forms: there is a report of the collaborative efforts that constitute action research and there is the presentation of the portfolio prototype.
The subjects were 12 instructional leaders in music education from Long Island, New York. Upon completion of the action research, the subjects completed a questionnaire designed to measure their perceptions of the action research study method of instruction and the use of a course management system (Moodle) as a tool for the construction of digital portfolios.
The results of the questionnaire showed that both purposes were achieved. Furthermore, a consensus was developed that the use of action research study is a valuable method of learning and a course management system, Moodle, is an effective and useful administrative tool for school administrators.
Heisler, Paul K. "An Investigation of Personal Investment Levels Among Nonmusic Major Piano Students Using Portfolio Assessment." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278578/.
Full textWoodward, Helen Lynette. "Portfolios : narratives for learning : assessment processes and phenomenon across multiple environments /." View thesis, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030814.100208/index.html.
Full textReich, Steven E. "An online student portfolio system /." Connect to title online, 2008. http://minds.wisconsin.edu/handle/1793/34218.
Full textTrimble, Shannon Owen Rogers Douglas W. "A case study of the teacher education faculty's perception of the eFolio program at a private Central Texas university." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4990.
Full textCole, Pamela Burress. "Portfolio talk in a sixth-grade writing workshop /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164840/.
Full textLeung, Wing-sze, and 梁詠詩. "Using portfolios for formative assessment in a secondary 6 English classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040124.
Full textFiedler, Rebecca. "IN TRANSITION": AN ACTIVITY THEORETICAL ANALYSIS EXAMINING ELECTRONIC PORTFOLIO TOOLS' MEDIATION OF THE PRESERVICE TEACHER'S AU." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2282.
Full textPh.D.
Department of Educational Research, Technology and Leadership
Education
Instructional Technology/Media
Papin, Annette Richelle. "Using educational databases in the form of electronic portfolios: A method in coaching athletics." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1673.
Full textThompson, Meri Dawn. "Authentic reading assessment: The reading portfolio." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1134.
Full textSchiro, Victor Raymond. "Addressing students' competencies thru portfolio evaluation." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2039.
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