English Education, Vol. 32, No. 1, October 1999

Table of Contents

• Whose Portfolio Is It Anyway?: Dilemmas of Professional Portfolio Building

  Sue Ruskin-Mayher

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  Abstract: Examines use of portfolios as a major assessment tool for students in the field of English Education. Discusses how professional portfolios encourage students to use their meta-cognitive skills and find their own unique themes as well as encouraging teachers to become collaborators and co-creators with students. Describes advantages and disadvantages of portfolio use and presents experiences with several students.

  Keywords: College, Assessment, Pedagogy, Standards, Writing, Professional Development

• Portfolio-Based Assessment and Professional Development

  Joanne Addison and Rick VanDeWeghe

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  Abstract: Focuses on the way norming sessions can function as sites of professional development that generate both individual classroom-based inquiry and group inquiry among teachers. Explores the effect of a site-based and rhetorically based model of assessment that attempts to engage teachers in continuous collaborative inquiry directly related to their teaching.

  Keywords: College, Assessment, Pedagogy, Standards, Writing, Professional Development

• Inside the Portfolio Experience: The Student's Perspective

  C. Beth Burch

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  Abstract: Examines whether first-year composition students at two state universities believe that portfolios are as effective for students as composition instructors widely assume them to be. Investigates the assumption in composition pedagogy that portfolios are good for students' writing and that students like and appreciate the opportunity to be in a writing class using portfolios for assessment.

  Keywords: College, Assessment, Pedagogy, Research, Writing

• Time to Teach

  Peter Smagorinsky

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  Abstract: Focuses on one elementary school teacher during the Language Arts lessons of her student teaching, and focuses on a single conflict she had with the values of the school. Suggests alternative approaches emphasizing the importance of creating settings that support teachers who wish to teach in ways that their school structures discourage.

  Keywords: College, Administration, Pedagogy, Research, Standards, Professional Development

• Editorial: Assessing Our Practices

  David Schaafsma and Ruth Vinz

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  Abstract: Abstract for this article is currently not available.

  Keywords: College

• News and Notes

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  Abstract: Abstract for this article is currently not available.

  Keywords: College

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