The author conducted a two-year study of the career portfolio programs in place at high schools in two Midwestern communities. By pursuing this research project, the author was able to develop answers to his questions about career portfolios and student differences. More generally, this project allowed him to reflect on the ways all writing…

Structured opportunities for reflective writing allow students to polish their writings and to reflect actively on their written creations, while encouraging clearer and more honest writing products. In addition, the use of reflective writing can transform students as they begin to incorporate metacognition, or thinking about their thinking, into…

On a daily basis, teachers of English language arts (ELA) present information, engage students in activities, develop assignments, and grade papers. Students complete assigned tasks, answer questions, and write essays. Written products are then collected, evaluated, and returned to the students. The combined work of teachers and students--the…

The teacher-researchers have made digital portfolios and blogging the centerpieces of their group as ways to share their research and get input from their peers. The effect of this collaborative project, the digital portfolio, on their teaching is discussed.

Jo-Anne Kerr relies on teacher-research practices to discover insights for making her classes more beneficial to "resistant learners." She shares her experience of observing two previously struggling male vocational-technical students, conducting informal and formal interviews with them throughout the year, and collecting data from their…

Discusses how teachers can make a portfolio more than a static collection of papers. Describes the passive portfolio as well as the active portfolio, and discusses moving to the active portfolio (a working portfolio which enables students to see their learning processes and take responsibility for their own learning). (SR)

Claims that asking students to evaluate their own reading and writing encourages more authentic assessment. Discusses guiding reflection in writing and reading workshops, and teacher responsibility for grading. Presents student comments that show students are able to self-evaluate and improve their efforts to justify higher ratings. (RS)

Offers advice from middle school educators (a principal, a supervisor, and a teacher) on job interviews for teaching positions: how applicants are selected from the stack of applications, what happens during an interview, and what truly makes a difference. (SR)

Defends the author's decision to work toward Adolescence and Young Adult/English Language Arts National Board Certification. Provides some insight into what traits an educator needs to have a successful and less stressful experience while working on a portfolio: passion, preparation, and perseverance. Gives some advice for preparing for…

Describes how portfolios (collections of students' work) can be used successfully in the writing classroom to evaluate student writing and encourage students to write more. Details how to adapt the portfolio method for grading, type of student (introductory or advanced), and type of writing. Discusses the benefits of using portfolios. (MM)

Relates the experiences of a teacher who consciously reconceived his teaching as a part of a process--to think of instructional goals as provisional rather than set. Outlines his six goals dealing with teaching and experiencing literature. Discusses teaching techniques such as test rendering, response history, and portfolios. (PRA)

Asserts that a student-writing portfolio can be a powerful tool for writing instruction. Describes how students compile a portfolio, and the types of writing included. Discusses the use of collaboration in the writing process and methods of assessment. (PRA)

Outlines an assignment in which a teacher used portfolios as the basis for a final examination to give students a chance to assess their own writing and their progress. Discusses the success of the assignment and the teacher's surprise at the students' insight into their own strengths and weaknesses. (PRA)

Offers a detailed overview of how writing portfolios raise student interest and commitment, shift some of the responsibility for assessment from the teacher to the student, and shift some of the responsibility for writing assignment ideas from the teacher to the student. Reviews specific procedures for conducting peer response workshops and for…

Discusses how 4 teachers handle writing assignments, response, grading, portfolios, time allotted for completion of assignments, and classroom environment for English-as-a-second-language students. (RS)