“…Findings from studies of classroom portfolio implementation (Au, in press;Dewitz, Carr, Palm, & Spencer, 1992;Flood, Lapp, & Monken, 1992;Johnston, Guice, Baker, Malone, & Michelson, 1993;Valencia & Place, in press) suggest that teachers' use of portfolios depends on the type of instruction they customarily use, the fit between portfolios and their teaching paradigm, and who initiates the use of portfolios. Calfee and Perfumo's (1993) survey of best-case portfolio practices in the language arts indicated that these practices tend to take place in schools in which school-based decision making is valued, teachers ascribe to a whole language philosophy, and cooperative learning is well established.…”