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Capturing the Growth of Teachers’ Reflections and Dispositions Through Portfolios: Strengthening Program Outcomes
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References
Author. (2004). Author. (2004). Author. (2005). Borko, H., Michalec, P., Timmons, M., & Siddle. (1997). Student teaching portfolios: A
tool for promoting reflective practice. Journal of Teacher Education, 48 (5) 345-357.
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.Campbell, D., Melenyzer, B., Nettles, D., & Wyman, R. (2000). Portfolio and performance
assessment in teacher education. Boston: Allyn & Bacon.
Carroll, J. A., Potthoff, D., & Huber, T. (1996). Learning from three years of portfolio
use in teacher education. Journal of Teacher Education, 47 (4), 253-261.
Cole, D. J., Messner, P.E., Swonigan, H., & Tillman, B. (1991). Portfolio structure and
student profiles: An analysis of education student portfolio reflectivity scores. Apaper presented at the American Educational Research Association AnnualConference. Chicago, IL, April, 1991.
Delandshere, G., & Arens, S.A. (2003). Examining the quality of evidence in preservice
teacher portfolios. Journal of Teacher Education, 54 (1), 57-73.
Freidus, H. (1996). Reflection in teaching: Can it be taught? A paper presented at the
annual meeting of the American Education Research Association. New York, NY,April 8-12, 1996).
Lyons, N. (Ed.). (1998). With portfolio in hand: Validating the new teacher professionalism. New
York: Teachers College Press.
McLaughlin, M., Vogt, M.L., Anderson, J.A., DuMez, J., Peter, M. G., & Hunter, A.
(1998). Portfolio models: Reflections across the teaching profession. Norwood,MA: Christopher-Gordon Publishers, Inc.
Morin, J. A. (1995). Portfolios: An effective tool used by prospective teachers to
encourage self-evaluation and improvement. Paper presented at the Annual Meeting of
the National Evaluation Institute, 4
th
, Kalamazoo, MI, July 9-14, 1995. ERIC Document
Reproduction Service No. ED 391 806)
National Board for Professional Teaching Standards.
http://www.nbpts.org
.
National Commission on Teaching and America’s Future. (1996). What matters most:
Teaching for America’s future. New York: Author.
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective
thinking. Teachers College Record, 104 (4), 842-865.
Ross, D. L., (2002). Cooperating teachers facilitating reflective practice for student teachers in a
professional development school. Reflective Practice, 122,(4), 682-687.
Sch n, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching
and learning in the profession. San Francisco: Jossey Bass.
U.S. Department of Education. (2004). New, flexible policies help teachers become highly
qualified. Press release retrieved on 16 March 2004 from
http://www.ed.gov/news/pressrelease/2004/03/03152004.html
.
Wade, R. C. & Yarborough, D. B. (1996). Portfolios: A tool for reflective teaching in
teacher education? Teaching and teacher education, 12 (1), 63-79.
Winsor, P.J.T. & Ellefson, B.A. (1995). Professional portfolios in teacher education: An
exploration of their value and potential. Teacher Educator, 31 (1), 68-81.
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| | Authors: Fox, Rebecca., White, Stephen., Kidd, Julie. and Ritchie, GaIL. |
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References
Author. (2004).
Author. (2004).
Author. (2005).
Borko, H., Michalec, P., Timmons, M., & Siddle. (1997). Student teaching portfolios: A
tool for promoting reflective practice. Journal of Teacher Education, 48 (5)
345-357.
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
Campbell, D., Melenyzer, B., Nettles, D., & Wyman, R. (2000). Portfolio and performance
assessment in teacher education. Boston: Allyn & Bacon.
Carroll, J. A., Potthoff, D., & Huber, T. (1996). Learning from three years of portfolio
use in teacher education. Journal of Teacher Education, 47 (4), 253-261.
Cole, D. J., Messner, P.E., Swonigan, H., & Tillman, B. (1991). Portfolio structure and
student profiles: An analysis of education student portfolio reflectivity scores. A
paper presented at the American Educational Research Association Annual
Conference. Chicago, IL, April, 1991.
Delandshere, G., & Arens, S.A. (2003). Examining the quality of evidence in preservice
teacher portfolios. Journal of Teacher Education, 54 (1), 57-73.
Freidus, H. (1996). Reflection in teaching: Can it be taught? A paper presented at the
annual meeting of the American Education Research Association. New York, NY,
April 8-12, 1996).
Lyons, N. (Ed.). (1998). With portfolio in hand: Validating the new teacher professionalism. New
York: Teachers College Press.
McLaughlin, M., Vogt, M.L., Anderson, J.A., DuMez, J., Peter, M. G., & Hunter, A.
(1998). Portfolio models: Reflections across the teaching profession. Norwood,
MA: Christopher-Gordon Publishers, Inc.
Morin, J. A. (1995). Portfolios: An effective tool used by prospective teachers to
encourage self-evaluation and improvement. Paper presented at the Annual Meeting of
the National Evaluation Institute, 4
th
, Kalamazoo, MI, July 9-14, 1995. ERIC Document
Reproduction Service No. ED 391 806)
National Board for Professional Teaching Standards.
National Commission on Teaching and America’s Future. (1996). What matters most:
Teaching for America’s future. New York: Author.
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective
thinking. Teachers College Record, 104 (4), 842-865.
Ross, D. L., (2002). Cooperating teachers facilitating reflective practice for student teachers in a
professional development school. Reflective Practice, 122,(4), 682-687.
Sch n, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching
and learning in the profession. San Francisco: Jossey Bass.
U.S. Department of Education. (2004). New, flexible policies help teachers become highly
qualified. Press release retrieved on 16 March 2004 from
Wade, R. C. & Yarborough, D. B. (1996). Portfolios: A tool for reflective teaching in
teacher education? Teaching and teacher education, 12 (1), 63-79.
Winsor, P.J.T. & Ellefson, B.A. (1995). Professional portfolios in teacher education: An
exploration of their value and potential. Teacher Educator, 31 (1), 68-81.
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