Rozprawy doktorskie: „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.

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Three education reform themes concerning the preparation. of teachers for the 21st Century converge in this study: teacher accountability to professional certification standards, authentic assessment, and the use of advanced technologies. The question of how to use technology effectively in the assessment of teacher candidates to demonstrate achievement of course objectives based on state certification standards led to the development of the electronic portfolio project in a small university teacher credential program. The process of preparing an electronic portfolio using computer and multimedia technology was examined from the perspective of twelve teacher candidates enrolled in a multiple subject reading methods classes. This research was a multiple case study in which qualitative data was obtained through open-ended interviews with the teacher candidates, the course professor, and the computer lab technician, as well as through analysis of the electronic portfolio product. Whether the electronic portfolio could be considered an effective tool for documenting teacher candidate performance and the achievement of course objectives was the primary question investigated in this study. Themes and patterns that emerged from interviews, portfolio reflections, and field records kept by the researcher were examined through Ethnograph, a qualitative data software analysis program, in order to gather information concerning the teacher candidate's experience of collecting and preserving digital artifacts to be used as evidence of demonstrating competencies. The teacher candidate's perceptions of the strengths and weaknesses, as well as the software and hardware problems encountered during the electronic portfolio process, were explored. Written reflections within the electronic portfolio framework were examined to gain insight into the student's process of self-reflection and self-assessment. A computer literacy questionnaire was administered prior to the study in order to determine previous experience with and attitude toward technology. The researcher's process of creating templates in hypertext markup language (HTML) and Hyperstudio, a multimedia authoring software program, provided further insight into the design and implementation of the electronic portfolio project.

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Fenner, Linda Jackman. "Student Portfolios: A View from Inside the Classroom". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392219553.

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Carter, Mark A. "Self-assessment using writing portfolios /". The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034178382.

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Anthony, Jared Judd. "Reflection and electronic portfolios". Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/j_anthony_120508.pdf.

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Patten, Ivy Kaufhold. "An electronic writing portfolios program for the primary classroom". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1220.

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Thompson, Deborah. "Portfolios as developmentally appropriate assessment in early childhood education". PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4292.

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Traditional use of formal assessment techniques in early childhood education is not congruent with the knowledge and philosophies that have begun to guide curriculum and practice. The discontent with current assessment approaches has created a need to develop alternate assessment methods. The practice of portfolio assessment is posed as a developmentally appropriate alternative in this thesis. Current literature on portfolio assessment related to kindergarten/first grade setting supports portfolio assessment in both theory and practice in early childhood education.

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Juras, Sherrie Ann. "Digital portfolios: Advancing assessment through technology". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1951.

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The project discusses how evolving technologies used to create digital portfolios can demonstrate student achievement in virtually unlimited ways. Evidence of student growth and achievement can be documented digitally. Such evidence can take the form of text, graphics, photos, sound, video data, and can even include database records of standardized or course-end test scores and grades.

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Hung, 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.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Adviser: Martha Nyikos. "Title from dissertation home page (viewed June 18, 2007)."

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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.

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Jasper, 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.

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Pardieck, 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.

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Thesis (Ed. D.)--Illinois State University, 2000.
Title 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.

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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.

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The Quebec Education Program (QEP) provides educators with detailed descriptions of competencies of learning achievement. However, current approaches used by educators to instruct and assess their students do not target the relevant QEP competencies. The goal of this thesis is to document efforts of one teacher to implement digital portfolios in her grade one and two classroom in order to instruct and assess her students according to the relevant QEP competencies. The study documents the kinds of technology and skills that are needed to implement digital portfolios in order to instruct and to assess and communicate student learning to their parents. Interviews with all participants were used to document the process from multiple perspectives. Overall, digital portfolios were found to be a very useful for instructing and assessing student and communicating with parents.

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Moody, 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.

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Technical writing teachers have always struggled with understanding how to best deal with pedagogical issues including rapidly changing technology, audience construction, and transposing an academic ethos into a professional one. The expanding online world complicates these issues by increasing the pace of digital change, making the potential audience both more diffuse and more remote, and creating a more complex online rhetorical situation. E-portfolios provide a vivid way to examine this complex technological situation, and in this study, the author examines four cases of students creating online portfolios in a technical communication classroom. The author looks at both their e-portfolio process as well as their product, interviewing them to get a sense of how they used rhetoric, identity, and technology in an attempt to form a coherent professional presentation through a technological medium. In addition, the author looks at some issues inherent in e-portfolios themselves that may be applicable to a technical communication classroom, as this medium becomes ever more popular as a way of assessing both programs and the students themselves.
ID: 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

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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.

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Oelmann, 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.

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Lee, 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.

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Anderson, 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.

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This thesis presents a study of the validity of video portfolios as an assessment tool. For this study, first and second grade students were videotaped doing exercises four times in reading and four times in math over the course of a school year. After portfolios were collected, each set of four videos (either math or reading) was shown to teachers in random order. The teachers were asked to put the clips into the correct chronological and, therefore, developmental order. Interviews after the task investigated the criteria teachers used to order the clips, and found that they used task complexity, task performance, and demeanor of students as the primary factors. The teachers were able to correctly order the video clips to a high level of significance. This finding supports the hypothesis that video portfolios have validity as an assessment of progress in student achievement. Interview data also yielded relevant findings for the future use and implementation of video portfolios. Further studies should investigate the generalizability of these results, more closely examine the criteria teachers use to evaluate portfolios, and determine the validity of portfolios as an evaluation for other aspects of student learning.

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Rice, Richard Aaron. "Teaching and learning first-year composition with digital portfolios". Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1239209.

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The purpose of this study was to begin to define and describe some of the complex intersections between teaching and learning first-year composition with digital portfolios, focusing on the construction, presentation, and assessment processes in one first-year composition course at Ball State University. The study employed a qualitative ethnographic methodology with case study, and used grounded theory to develop a resultant guide to code the data collected through several methods: observation, interview, survey, and artifact assessment.The resultant coding guide included the core categories "reflective immediacy," "reflexive hypermediacy," and "active remediation." With the guide findings indicate several effective "common tool" digital portfolio strategies for both teachers and learners. For teachers: introduce the digital portfolio as early in the course as possible; make connections between digital portfolios and personal pedagogical strategies; highlight rhetorical hyperlinking and constructing navigational schemes; emphasize scalability; create a sustainable support system. For learners: consider the instructor's objectives within the framework of the portfolio; synthesize writing process with course content and portfolio construction; include each component of the writing process in the portfolio.
Department of English

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19

Airey, Tatum, Andrea Bisso i 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.

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Class of 2011 Abstract
OBJECTIVES: 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.

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20

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.

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Klausuren und Tests sind Prüfungsformen, die geeignet sind, die fachliche Kompetenz von Studierenden zu bewerten. Dabei sind es gerade soziale, personelle und methodische Kompetenzen, über die zukünftigen Lehrerinnen und Lehrer im Unterrichtsalltag verfügen sollten. E-Portfolios scheinen das Potential zu haben, Prüfungen offener und im ganzheitlichen Sinne kompetenzorientierter zu gestalten. Vorliegende Arbeit thematisiert Mehrwerte sowie problematische Aspekte bei der Einführung von E-Portfolio-Arbeit in der akademischen Ausbildung von Lehrerinnen und Lehrern und formuliert Empfehlungen für die erfolgreiche Implementierung dieser Methode und der notwendigen Werkzeuge. Dazu wird untersucht, welchen Stellenwert Portfolios und E-Portfolios derzeit in der Lehrerausbildung an der Technischen Universität Dresden haben, welche Software speziell für die vorherrschenden Rahmenbedingungen geeignet ist und welche positiven und negativen Aspekte bei der didaktischen Konzeption eines Lernszenarios mit E-Portfolio als Lern- und Prüfungsform zu berücksichtigen sind.

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Bagley, Pamela Bryan. "Authentic Assessment: How Do Portfolios Fit the Picture?" UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/220.

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This study was conducted in response to the growing need for an alternative to traditional assessment instruments in schools. Standardized tests no longer adequately measure a student's knowledge. Curriculum and teaching methods continue to change, and educators are demanding an assessment method which reflects not only what, but how, a student learns. In response to America 2000, a national plan for school improvement, several states have already adopted more "authentic" methods of assessment, portfolio evaluation being one of the more common. The Florida Department of Education is currently considering various alternative assessment methods, and the implementation of a state portfolio program seems imminent. This project was designed to help those educators who are unfamiliar with the concept of portfolio assessment to implement a successful program. First, on the basis of a thorough review of the literature, concerns associated with portfolio assessment were identified. Then, specific strategies for addressing these issues were recommended, in order to offer a design for a manageable portfolio program.

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22

Samuels, Julie E. "Teacher candidate perceptions of electronic academic portfolios". Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/211.

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Winters, 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.

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This 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.

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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.

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Kearley, 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.

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Alabdelwahab, 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.

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Thesis (Ph. D.)--Ohio State University, 2002.
Title 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).

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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.

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As 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.

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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.

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Chorrojprasert, 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.

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Kolbeck, 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.

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McIntyre, Christina C. "Outcomes of Standards-based Portfolios for Elementary Teacher Candidates". Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/ece_diss/5.

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Outcomes of Standards-based Portfolios for Elementary Teacher Candidates by Christie McIntyre Documentation of outcomes associated with teacher education portfolios and the quality of the reflections contained within the portfolios is sparse. This collective case study (Stake, 1995) of six teacher candidates enrolled in an elementary teacher education program at a large mid-western university explores the outcomes of developing a portfolio based on state standards. The first question of this study focuses on the outcomes of the portfolio process for the teacher candidate; the second question is an investigation of the critical events that facilitate the outcomes associated with the teacher portfolio. Zeichner and Wray’s (2001) critical dimensions of a portfolio process are used as a framework for understanding current research and the data from these portfolios. The third question addresses the nature and quality of reflections that accompany portfolios using Sparks-Langer, Simmons, Pasch, Colton, and Starko’s (1990) Framework for Pedagogical Thinking. In this qualitative study, Glasser and Strauss’(1967) constant comparative method is used to analyze data within and among the six cases. Data sources include electronic-portfolios, observations of portfolio seminars, and interviews with teacher candidates, cooperating teachers, and center coordinators. Credibility and dependability is based on prolonged engagement, triangulation, a comprehensive member check, and an auditor check. A “reflexive journal” (Lincoln & Guba, 1985, p. 327) is used to increase the overall trustworthiness. Historical theories of reflection by Dewey (1933) and Schön (1987) are considered during the final analysis. The study identifies four outcomes of this portfolio process for the teacher candidate: it increased their understanding of standards; supported the organization and articulation of their thoughts; encouraged them to reflect; and provided a snapshot of their professional growth. Three additional critical dimensions support the portfolio outcomes: the rationale guidelines, the assessment process, and the entire portfolio process.

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Wang, 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.

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Dew, 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/.

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This thesis set out to describe how electronic portfolios support the social construction of knowledge by healthcare students. It will do this by drawing on the various forms and functions of the students’ electronic portfolios', their associated socially constructive processes and artefacts, and healthcare students’ views on how electronic portfolios are used on their courses. These factors are also considered alongside the impact of the sociohistorical and socio technical developments of electronic portfolios and healthcare course requirements. A broad grounded theory approach was used to generate substantive theory grounded in data gathered from a sample of UK and North American students (n=82). Data was gathered through an analysis of electronic portfolios (n=25), an online questionnaire (n=52), and in-depth interviews with students (n=16). The research found a limited number of socially constructive processes and artefacts that are used within healthcare courses. These processes and artefacts supported the social construction of knowledge within the students’ electronic portfolios. Even though healthcare students were not at ease with the limitations of their electronic portfolios they found that the pedagogical use of the electronic portfolio defined the range and extent of the learning they were required to demonstrate. A range of factors, internal and external to the electronic portfolio, determined the use of the electronic portfolios. This included the student’s confidence with using technology, the requirements of the professional bodies and the healthcare courses that incorporated them, and the skills of academics in using the electronic portfolios. The students found the electronic portfolios format allowed them to use a wider range of digital artefacts (i.e. images, video and audio) that were not available in paper portfolios. They also thought the integration of the Internet into their electronic portfolios meant that their portfolio was safe in a digital cloud based repository. The research found that despite the widespread use of Web 2.0 by most of the students in their personal lives, this was not incorporated into students’ electronic portfolios. This appears to be because of the lack of Web 2.0 functionality in the electronic portfolio software, and the lack of Web 2.0 knowledge in those implementing the electronic portfolios in the healthcare courses. This impact of limited processes and artefacts, and failure to use the potential of the Internet and Web 2.0 has a negative impact on the students’ abilities to socially construct their knowledge within electronic portfolios. Recommendations are made that future research identifies additional developments in software and hardware that can increase the socially constructive processes and artefacts that are incorporated into electronic portfolios. These developments must be done by consulting student users, software developers, educational technicians and academics. Finally, recommendations are made that the theory generated in the research is applied to larger samples across a wider range of healthcare student professions. The ongoing research will ensure that the theory continues to respond to ongoing hardware and software developments within the socio-historical and socio-technical student environment.

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Mtose, 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.

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Thesis (MPhil)--Stellenbosch University, 2002.
ENGLISH 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.

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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.

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Pearse, 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.

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Mesher, 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.

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Accompanying materials housed with archival copy.
The 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.

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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.

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The purpose of this study was to explore the conceptions of academics at the NMMU concerning the nature and purpose of teaching portfolios in higher education. The study was guided by the following research question: What are the conceptions of academics concerning the nature and purpose of teaching portfolios in higher education? A case study, involving academics at the Nelson Mandela Metropolitan University (NMMU), was used to answer the research question. A sequential explanatory mixed-methods research design was employed to collect data from an electronic questionnaire consisting of Likert-scale type of responses and open-ended questions, followed by two focus group interviews with academics that had prior experience in the development of a teaching portfolio. Forty-five academics responded to the questionnaire sent to all the academics at the NMMU, providing a broad perspective on the conceptions of NMMU academics regarding the nature and purpose of teaching portfolios. The two focus group interviews were conducted with six and eight academics respectively who was purposively chosen for their prior experience with the development of teaching portfolios. The aim of the focus group interviews were to elaborate on the data generated by the questionnaire. The quantitative data gathered by the questionnaire was statistically analysed, generating descriptive statistics of the Likert type response statements. The transcripts of the focus group interviews were thematically analysed. The conceptual framework that initially guided the formulation of the sub-research questions was amended to include the themes that emerged from the thematic analysis of the data, namely: the portfolio development process, the uses of and purposes for developing teaching portfolios, the attitudes of academics towards teaching portfolios, and the benefits gained from the development of teaching portfolios. The findings of the study revealed that of the participants find work overload and additional responsibilities as major constraints and collaboration among peers as the most helpful factor in the development of a teaching portfolio. The findings further revealed that the majority of the participants identified items to be included in a teaching portfolio that would enable them to use the portfolio in the development of their teaching. A mixture of attitudes towards teaching portfolios was identified. Some academics (in particular those who have prior experience in the development of portfolios) displayed a positive attitude towards teaching portfolios, while participants reported a negative attitude towards teaching portfolios by most of their colleagues (mostly those who have not developed a portfolio yet). The negative attitudes do seem to overpower the positive attitudes towards teaching portfolios. The challenge to the NMMU would therefore be to get academics to make use of the initiatives provided by the NMMU to assist them with the teaching portfolio development process. Four recommendations that may serve as guidelines to assist in the successful implementation of teaching portfolios at the NMMU were made, based on the findings of the study. Although the results of this study cannot be generalized to other higher education institutions, they do provide insights in the conception of the academics regarding the nature and purpose of teaching portfolios at the NMMU that can be of benefit to other higher education institutions.

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Williams, 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/.

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This qualitative study investigated parents' awareness of and involvement in their prekindergarten child's literacy development. In addition, the feasibility of parents using a home literacy portfolio for the purpose of exchanging literacy information with teachers at a parent/teacher conference was examined. Participants included six parent/child dyads, who qualified for a Texas public school prekindergarten program by meeting the requirements for either free or reduced lunches or for the English-as-a-Second Language program. Research tools included audiotaped interviews with parents and with teachers; observations at parent/child workshop sessions, which were also videotaped; and work samples, including a home literacy portfolio from each child. Findings indicate that parents are involved in their children's literacy development. Also, at home, children participate in both open-ended literacy activities and drill-oriented literacy activities, with most of the activities falling into the open-ended category. According to the findings, all of the parents were more aware of their child's literacy achievements after attending the parent/child workshop and developing a home literacy portfolio. In addition, the home literacy portfolio proved to be a useful tool for sharing information at parent/teacher conferences. Parents and teachers exchanged literacy information at the parent/teacher conference. In the process of explaining the portfolios, the parents shared information about their child's drawing development, writing development, and reading development. In contrast, the teachers shared some literacy information with the parents, but much of the information teachers shared reflected the child's participation in class or general information about the child. The findings suggest that the parent/child workshop is a cost-effective vehicle for directly involving parents in their child's education. Moreover, developing a home literacy portfolio provides a means of involving parents with their child and of helping parents' become more aware of their child's literacy development.

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Mergen, 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.

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This 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.

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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/.

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The purpose of this study was to compare personal investment levels among nonmusic major piano students in the contexts of portfolio and teacher-directed assessment. Three problems were addressed: 1) identifying students' perceptions of direction, persistence, continuing motivation, intensity, and performance in the context of teacher-directed goal setting, choice of instructional activities, and evaluation of performance; 2) identifying students' perceptions of the five personal investment behaviors in the context of portfolio assessment; and 3) comparing student perceptions as identified in problems one and two.

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Woodward, 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.

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Reich, Steven E. "An online student portfolio system /". Connect to title online, 2008. http://minds.wisconsin.edu/handle/1793/34218.

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Trimble, 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.

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Cole, Pamela Burress. "Portfolio talk in a sixth-grade writing workshop /". This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164840/.

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Leung, Wing-sze, i 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.

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Fiedler, 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.

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Co-chairs: Dr. Donna Baumbach Dr. Gail West Background: Electronic portfolios are increasingly used to make critical decisions about teacher candidates and program accreditation. Adoption rates for portfolios are at nearly 90% for schools, colleges, and departments of education (Salzman, Denner, & Harris, 2002). Over 50% of institutions who rated themselves or were nominated by others as exemplary users of electronic portfolios use web-based database-driven electronic portfolio systems (Strudler & Wetzel, 2005b; Wetzel & Strudler, 2005b). There is a paucity of theory-driven, systematic, rigorous research on electronic portfolios and a need for in-depth, context-aware research on such initiatives. Purpose: To explicate the differential impact of different portfolios systems on preservice teachers. The overarching research question was, "What are the preservice teachers' experiences using tools to create an electronic portfolio?" Setting: The Teachers College at a large university and the Education Department at a small liberal arts college. Participants: Six preservice teachers at each institution served as key participants. Informal interviews with numerous other participants provided additional data. Research Design: Qualitative multi-site case study informed by Engeström's Cultural Historical Activity Theory (CHAT) (Engeström, 1987). Data Collection and Analysis: Document analysis, focus group interviews, individual interviews, thinkaloud work sessions, and lab and classroom observations provided data. Qualitative data analysis was informed by Creswell's "data analysis spiral" and Engeström's CHAT. Findings: Visits at both institutions presented several of the key ideas in the CHAT framework including the networked nature of activity, the portfolio as a boundary activity, contradictions within the portfolio activity, and changes to the portfolio activity system. Additional themes included transition, creativity, reflection, and resources.
Ph.D.
Department of Educational Research, Technology and Leadership
Education
Instructional Technology/Media

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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.

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Thompson, Meri Dawn. "Authentic reading assessment: The reading portfolio". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1134.

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Schiro, Victor Raymond. "Addressing students' competencies thru portfolio evaluation". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2039.

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