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Principals' perceptions of job search teaching portfoliosPardieck, Sherrie Chan. Rhodes, Dent. Lenski, Susan Davis, January 2000 (has links)
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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A case study of the teacher education faculty's perception of the eFolio program at a private Central Texas universityTrimble, Shannon Owen. Rogers, Douglas W. January 2006 (has links)
Thesis (Ed.D.)--Baylor University, 2006. / Includes bibliographical references (p. 184-187).
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Documentation in an elementary classroom : a teacher-researcher studyMesher, Pauline. January 2006 (has links)
Accompanying materials housed with archival copy.
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An Investigation of Personal Investment Levels Among Nonmusic Major Piano Students Using Portfolio AssessmentHeisler, Paul K. 05 1900 (has links)
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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The use of teaching portfolios in the in-service professional development of school educatorsMtose, Xoliswa A. 04 1900 (has links)
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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Video portfolios as a tool in primary grade student evaluation and their potential in pre-service teacher training / Video portfoliosZhou, Wenyan, 1980- January 2005 (has links)
This thesis examines the potential for pre-service teacher training of video portfolios of elementary students doing school tasks. Study 1 investigates pre-service teachers' use of such records to assess student progress. Ten undergraduate education students each viewed two video portfolios, one for mathematics and one for reading. Each portfolio consisted of four video records. Participants watched the four records in an incorrect order and attempted to put them in their original order. Their orders by-and-large were correct. Most ordered the records according to task characteristics and provided detail interpretations and justifications for their ordering. Since the usefulness of video portfolios in teacher training rests on their ability to highlight characteristics of student learning, Study 2 further analyzes eleven mathematics video records selected from Study 1 to investigate whether the task condition constructed in the adult-student interaction allows sufficient presentations of student achievement. Potential threats in task administrator's instructional behaviors to video quality were discussed.
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Teaching and learning first-year composition with digital portfoliosRice, Richard Aaron January 2002 (has links)
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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School administrators' use of professional portfolios as a tool for reflective practice.Schwartz, Susan, January 2005 (has links)
Thesis (Ed. D.)--University of Toronto, 2005.
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The use of teaching portfolios by secondary school teachers in ThailandChorrojprasert, Linchong. January 2005 (has links)
Thesis (Ph.D.)--University of Wollongong, 2005. / Typescript. Includes bibliographical references: leaf 194-209.
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Reflection and electronic portfoliosAnthony, Jared Judd, January 2008 (has links) (PDF)
Thesis (Ph. D.)--Washington State University, December 2008. / Title from PDF title page (viewed on Jan. 22, 2009). "Department of English." Includes bibliographical references (p. 207-222).
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