Your search found 2161 results.

Descriptors:
Portfolios (Background Materials); Preservice Teacher Education; Foreign Countries; Practicums; Teacher Educators; Preservice Teachers; Qualitative Research; Interviews; Self Concept; Internet; Placement; Role; Professional Identity

Abstract:
This article reports on an exploratory qualitative investigation of an initiative to use an electronic teaching portfolio at a teacher education institution in Hong Kong. Using in-depth interviews, this initiative is examined from the perspective of preservice teachers themselves. Interviews sought to gain an understanding of how the construction of participants' identities as teachers was shaped by their engagement with an electronic teaching portfolio throughout an eight-week teaching practicum. The study highlights the identity struggles that participants confronted in using an e-portfolio to negotiate their own and others' professional identities within their teaching practicum placement schools. Implications for preservice teachers, teacher educators, and school authorities are discussed and suggestions for future research considered. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Educational Technology; Elective Courses; Preservice Teacher Education; Learning Strategies; Undergraduate Students; Preservice Teachers; Portfolios (Background Materials); Education Courses; Web 2.0 Technologies; Social Networks; Internet; Computer Uses in Education; Technology Integration; Web Sites; College Instruction; Teaching Methods; Course Descriptions

Abstract:
In this article we describe the evolution of an elective course designed specifically for undergraduate students in our pre-service teacher education program. This course is intended to prepare these undergraduate students as future teachers--helping them to make effective and creative uses of technology in learning settings. This course emphasizes learning to learn "with" and "about" technology, in the ever-changing context of educational technology. Generally speaking, we outline and describe three key goals of teaching young teachers to thoughtfully integrate technology into a real-world classroom. First, the course emphasizes learning to explore and learn proactively by engaging in learning by design activities. Second, students are given an opportunity to try a wide variety of innovative technologies through explorations of their own choosing. Finally, we attempt to leverage the power of online community building for learning by harnessing the ubiquity and convenience of tools like Facebook. We look into the future with great hope and enthusiasm that our preservice teachers will lead the way in integrating new technologies into their teaching in ways that will benefit their students, colleagues, and the greater education community. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Portfolios (Background Materials); Student Attitudes; Portfolio Assessment; Community Colleges; Teacher Education Programs; Urban Schools; Preservice Teachers; Early Childhood Education; Program Effectiveness; Computer Uses in Education; Educational Technology

Abstract:
In the of Fall 2006, our large, urban community college implemented digital portfolio development for all of the preservice early childhood educators registered in the infant-toddler and preschool-early elementary programs. Three years after implementation of the program, we conducted survey research to assess our students' perceptions of their preservice digital portfolio and their experience constructing it. The data suggest several contradictions. Students express that their digital portfolios are valuable in the present and after graduation, yet they do not spend extra time on them. They find their digital portfolios useful as academic reflection tools, but do not seem to take ownership of them. Crucial for program improvement, students wish they had more faculty support and more class time to work on their digital portfolios. These findings and related implications suggest that, although digital portfolios are worth pursuing from the student perspective, the need for faculty involvement may be even more crucial than previously believed in scaffolding beginning digital portfolio development. (Contains 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Prior Learning; Evidence; Experiential Learning; Portfolios (Background Materials); Adult Students; Adult Learning; Higher Education; Undergraduate Students; Undergraduate Study; Career Development; Outcomes of Education; Academic Achievement; Career Planning; Continuing Education

Abstract:
There are many types of student portfolios used within academia: the prior learning portfolio, credentialing portfolio, developmental portfolio, capstone portfolio, individual course portfolio, and the comprehensive education portfolio. The comprehensive education portfolio (CEP), as used by the authors, is a student portfolio, developed over time, that includes examples of educational knowledge, skills, experiences, and achievements as well as professional development related to the learning outcomes. The contents provide evidence of the individual's knowledge and analytical, research, technology, and communications skills and applications, along with reflections on experiential learning beginning with the undergraduate experience. This article briefly reviews the importance of the comprehensive education portfolio. The benefits that students, particularly adult students, can obtain from constructing the CEP in terms of contents and process when it includes a career focus are highlighted. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Portfolios (Background Materials); Student Attitudes; Portfolio Assessment; Foreign Countries; Feedback (Response); Semi Structured Interviews; Writing Ability; Writing Improvement; Student Journals; Case Studies; Academic Discourse; English (Second Language); Second Language Learning; Metacognition

Abstract:
Research into portfolio assessment ("PA") typically describes teachers' development and implementation of different portfolio models in their respective teaching contexts, however, not much attention is paid to student perceptions of the portfolio approach or its impact on the learning of writing. To this end, this study aims to investigate how two groups of Hong Kong EFL pre-university students (Groups A and B) perceived and responded to two portfolio systems (with each group experiencing one portfolio system either working portfolio or showcase portfolio) in one academic writing course. The case study approach was adopted and data sources included semi-structured interviews, student reflective journals, classroom observations, and analysis of text revisions. Findings indicated that students from the showcase portfolio group (Group B) were less enthusiastic about the effectiveness of PA, and queried whether it could promote autonomy in writing, while the working portfolio group (Group A) was more receptive to the experience, and considered that a feedback-rich environment in the working portfolio system could facilitate writing improvement. The paper concludes with a discussion of how PA can be used to promote self-regulation in the learning of writing. (Contains 10 figures and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Public Education; Educational Change; Elementary Secondary Education; Urban Schools; Governance; Government Role; Educational Administration; Charter Schools

Abstract:
This brief outlines how new K-12 public education governance proposals--relinquishment, smart districts, and the urban school system of the future--are complements, not alternatives, to the portfolio strategy. The portfolio strategy defines the role of government, or how it can steer in public education; the other proposals show how, once government's role is redefined, independent organizations will develop capacity to row (provide schools, assist schools, develop teacher skills, etc.). The portfolio strategy needs mechanisms for operating and improving schools, such as those provided by the other reforms. The other reforms, reciprocally, depend on the portfolio strategy to provide preconditions that they cannot create by themselves. (Contains 2 tables and 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (672K)

Descriptors:
Urban Schools; Public Schools; School Districts; Educational Administration; Educational Change; School Choice; Institutional Autonomy; Educational Finance; Financial Support; Teacher Recruitment; Recruitment; Principals; Merit Pay; Teacher Salaries; Charter Schools; Accountability; Public Relations

Abstract:
In November 2010, Baltimore's Fund for Education Excellence and the Annie E. Casey Foundation approached the Center on Reinventing Public Education (CRPE) and requested a case study of the implementation of Baltimore City Public Schools' (City Schools) portfolio strategy. These local foundations were interested in understanding how the district reform work, spearheaded by schools CEO Dr. Andres Alonso, aligned with CRPE's definition of the portfolio strategy. Through prior extensive field research, CRPE had a deep understanding of the implementation of the portfolio strategy in districts across the country, including those in Chicago, Denver, Hartford, New Orleans, New York, and Washington, D.C. The foundations were interested in learning how Baltimore's work compared to the approaches taken in these other districts. Under CEO Dr. Andres Alonso, Baltimore City Public Schools has boldly embraced several components of the portfolio strategy. Baltimore should be considered a national example of a district that encourages and supports a robust diversity of school types and providers. District messaging to the community via its "Great Schools, Great Kids" campaign as well as its "Expanding Great Options" policy make it clear that high-quality schools are valued and that children are not to blame if they fail. The introduction of a higher level of accountability to schools via student-based budgeting and other policy levers has helped fuel a dramatic shift in district and school culture. The district has also aggressively closed failing schools, engaged parents and community organizations (including by encouraging their input on new models of schools), spread principal autonomy to all schools, introduced pupil-based funding, and expanded citywide choice to middle school students. This report concludes with detailed recommendations covering three policy areas--school closure, autonomy, and accountability--that are believed to be critical for City Schools if it hopes to more fully adopt a portfolio strategy. In brief, these recommendations include: (1) School closure--(a) Develop a clear set of accountability metrics that drive school closure and charter revocation or non-renewal decisions; (b) Consistently and regularly communicate to schools and to the community how the district makes closure decisions; (c) Improve the timing of school closure announcements so that children in a school slated for closure can participate in the choice process; (d) Ensure enough high-quality seats to satisfy student need; (2) Autonomy--(a) Keep consistent all messaging from all district offices regarding school-level autonomy; and (3) Accountability--(a) Better define and communicate expectations for schools; (b) Consider accountability systems that are outcome-focused and are open to any instructional methods provided they produce student achievement growth. While there are other presenting challenges, these three are tightly interwoven, and progress in resolving them would move the district dramatically ahead in its efforts to ensure a high-quality education for all of its students, as well as maintain its national reputation for embracing a bold and, to date, highly successful reform strategy. (Contains 1 table, 1 figure and 7 footnotes.) [Additional funding for this paper was provided by Baltimore's Fund for Education Excellence.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (625K)

Descriptors:
Public Education; School Districts; Educational Administration; School Choice; Institutional Autonomy; Financial Support; Educational Finance; Accountability; School Community Relationship

Abstract:
The portfolio strategy is a performance management model for districts that aims to create dramatic student achievement gains at scale. It centers on creating more high-quality schools regardless of provider, giving schools autonomy over staff and funding, and holding all schools accountable for performance. This one-pager outlines the seven key components upon which the portfolio strategy is built. The related papers below provide a more detailed look at each of the individual components, including metrics for districts implementing these parts of the strategy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (251K)

Descriptors:
School Districts; Public Schools; Educational Administration; Educational Innovation; Educational Improvement; Meetings

Abstract:
At the first Portfolio School District Network meeting, in 2009, 15 people sat around a table wondering whether the portfolio idea could work only in special circumstances like New York City or New Orleans. Three years later, 27 districts are implementing this continuous improvement strategy and more are eager to learn how they can make it work for them. Cities and states adopting the portfolio strategy are moving fast, looking for talent, solutions, and people to unite with in the work. In January 2012, over 100 district and charter leaders gathered in New Orleans for the sixth network meeting. John White, new state superintendent of Louisiana, launched the meeting with the idea of a "portfolio mindset," one that believes that innovation comes from the ground up. Over the course of the two-day meeting, network members worked together on real problems and came away with new ideas and valuable connections. This brief summary presents the themes that emerged from the meeting as well as next steps for the network. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (304K) |  Publisher's website

Descriptors:
School Closing; Politics of Education; Educational Change; School Districts; Public Schools; Urban Schools; School Effectiveness; Accountability; School Turnaround

Abstract:
From the Center on Reinventing Public Education's (CRPE's) work examining the efforts to close schools over the past 10 years, in cities of all sizes, two glaring facts stand out: Most city and district leaders are surprised at how difficult it is to close schools. And many of these leaders make mistakes that others before them have learned to avoid. Yes, each city is different. Yet each city's school closure experience shares problems common to the others. CRPE has identified these common problems and distilled these experiences to ferret out solutions to this difficult challenge confronting reform efforts to better the public schools. This working paper series examines the politics of portfolio school district reform, with a primary focus on the issues surrounding high school closures. This publication takes an in-depth look at how school closure policies have played out in four urban districts--New York City, Chicago, Denver, and Oakland--and offers a political assessment of what worked or failed and why. The political analyses, case studies, cross-district comparisons, and analysis frameworks may help education leaders anticipate and better address the challenges of closing schools within their own communities. This publication contains the following articles: (1) Better Schools through Better Politics: The Human Side of Portfolio School District Reform (Sam Sperry); (2) Portfolio Reform in New York City: "Tough Love" Brings Better Schools (Sam Sperry); (3) Portfolio Reform in Chicago: There's Trouble in River City (Sam Sperry); (4) Portfolio Reform in Denver: A Mile High and Climbing (Sam Sperry); (5) The Triage Model: What Is It and Why Was It Constructed (Kirsten Vital); and (6) School Closure Processes in Portfolio Districts (Cristina Sepe). Individual articles contain figures and footnotes. [This paper was written with Kirsten Vital and Cristina Sepe. Introduction by Paul Hill.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (794K)