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).

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 200-208). Also available via the Internet.

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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This case study documents the stages, procedures, and interactions between a researcher and a public school teacher during the implementation of electronic portfolios. The primary topics highlighted are: general information regarding portfolios; reflection; and issues that arose during the study. The classroom teacher in this particular study worked in Southwest Virginia at a modern vocational facility, and she had expressed a desire to master the various technologies necessary to implement electronic portfolios. The researcher was competent in these technologies; her objective was to ascertain the methods and materials, and other processes in which electronic portfolios could be implemented in a public school setting. The collaboration between the researcher and the teacher provided for an arrangement wherein the teacher often learned the technologies simultaneously, along with her students. The researcher's ongoing assistance also offered the teacher time to concentrate on the various management aspects of the project.Reflection was developed as a critical component of the process. It was instrumental for the students, the teacher, and the researcher. Students were required to write "reflections" about the artifacts they had chosen for their electronic portfolios. The researcher and the teacher would meet regularly to reflect on the project's status; methods and materials; management issues; and even to reflect on reflection itself, and the methods to take the students deeper as it pertained to their reflections on any given artifact.Three aspects of the process revealed themselves to be major components that would be inescapable considerations for any classroom teacher who wished to implement electronic portfolios: the technology; the reflective writing process; and management issues. The management issues generally pertained to time issues. This study was successful because it proved to identify the essential components of an electronic portfolio project. And, lastly the collaboration between the teacher and the researcher proved to be successful because the two major objectives of the study were achieved: the teacher mastered the technology (and the process) necessary to implement electronic portfolios; and the researcher identified, correlated, and recorded this discovery so that it might be replicated. / Ph. D.

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