When teachers initiate the process of student-kept portfolios in high school language arts, they draw upon implicit beliefs about knowledge, learning, and teaching. This study shows that why we use portfolios is as important as how we use them. / I begin by exploring the century old history of teaching high school English wherein we can identify a contrast to portfolios, what we call traditional education. The ethical, classical, grammar based and non-academic traditions have shaped our definition of the subject, as well as the content. By examining where portfolios come from in the history of teaching English, we can then uncover the beliefs that are implicit in using them. / Next, I review the work of Tolstoy, Ashton-Warner and Dewey who developed innovative teaching methods based on an original set of beliefs. I connect them to beliefs that are implicit about knowledge, learning, and teaching in today's portfolio classrooms. / Like these three innovators, teachers in today's portfolio classrooms have reinterpreted their role as teacher and evaluator. The portfolio teachers in this study hold common beliefs that relate to both the history of the subject and to the work of innovative educators in our past. These common beliefs, found in the concluding chapter of this thesis, are the reasons why some teachers use portfolios.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

No description available.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Feb. 17, 2009). PDF text: xii, 140 p. : ill. (some col.) ; 4 Mb. UMI publication number: AAT 3327472. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 304-347). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Judith L. Irvin, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed Feb. 25, 2004). Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 244-251).

Thesis (Ed. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 103-107).

Thesis (Ed. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [211]-216).

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).