Using Portfolio Reflections to Re-Form Instructional Programs and Build Curriculum

Robbins, Sarah; Brandt, Nancy; Goering, Susan; Nassif, Jeanette; Wascha, Kathleen

doi:10.2307/820555

Cited by 4 publications

(2 citation statements)

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“…Curriculum was another factor that Maeroff (1991) and Robbins et al (1994) shed light on. They reported that students get clear guidelines and tips to guide them in the process of implementing the portfolios.…”

Section: Factors That Facilitate the Implementation Of The Student's mentioning

confidence: 99%

“…That might save teachers' and students' time by depending on some of these activities instead of designing all the activities by themselves. In addition, there had to be stated guidelines and tips for both teachers and students to guide them in implementing the portfolio (Maeroff, 1991;Robbins, Brandt, Goering, Nassif, &Wascha, 1994). …”

Section: Research Questionsmentioning

confidence: 99%

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Factors Facilitating the Implementation of the EFL Student’s Portfolio

Al-Kindi¹,

Al-Melklafi²

2017

SELT

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Section: Factors That Facilitate the Implementation Of The Student's mentioning

confidence: 99%

Section: Research Questionsmentioning

confidence: 99%

Factors Facilitating the Implementation of the EFL Student’s Portfolio

Al-Kindi¹,

Al-Melklafi²

2017

SELT

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Negotiating Authority in Portfolio Classrooms: Teachers' Use of Assessment Theory to Critique Practice

Robbins

Moss

Clark

et al. 1995

Action in Teacher Education

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Collaboration as Dialogue: Teachers and Researchers Engaged in Conversation and Professional Development

Clark

Moss

Goering

et al. 1996

American Educational Research Journal

103

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This article, in both form and substance, seeks to reconceptualize the role of collaboration in professional development. The nature of collaboration and collaborative relationships in professional development research is reviewed, and an alternative conceptualization is offered. Because our work spans multiple sites, we are able to highlight the particularities of our experiences across sites and to contrast the individual stories of each teacher and researcher as opposed to essentializing our story into generalities about these groups. Writing about this work together required the construction of a narrative form that could incorporate and honor the voices of everyone. The story/data is presented as a Readers Theatre—a written script, based on meeting dialogues and interactions. This format highlights the problem of writing in collaborative research, as well as the differences in collaborative experiences among teachers and researchers. It also seeks to challenge traditional conceptions of the roles of teachers and researchers as theorizers about and disseminators of knowledge.

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Using Portfolio Reflections to Re-Form Instructional Programs and Build Curriculum

Abstract: . Using portfolio reflections to re-form instructional programs and build curriculum. English Journal, 83(7), 71.

Cited by 4 publications

References 0 publications

Factors Facilitating the Implementation of the EFL Student’s Portfolio

Factors Facilitating the Implementation of the EFL Student’s Portfolio

Negotiating Authority in Portfolio Classrooms: Teachers' Use of Assessment Theory to Critique Practice

Collaboration as Dialogue: Teachers and Researchers Engaged in Conversation and Professional Development

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