In this Book

summary
Yancey and Weiser bring together thirty-one writing teachers from diverse levels of instruction, institutional settings, and regions to create a stimulating volume on the current practice in portfolio writing assessment. Contributors reflect on the explosion in portfolio practice over the last decade, why it happened, what comes next; discuss portfolios in hypertext, the web, and other electronic spaces; and consider emerging trends and issues that are involving portfolios in teacher assessment, faculty development, and graduate student experience. Contributors include Peter Elbow and Pat Belanoff, Gail Hawisher and Cynthia Selfe, Brian Huot, Sandra Murphy, and William Condon.

Table of Contents

  1. Cover
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  1. Frontmatter
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  1. Contents
  2. pp. v-vii
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  1. Situating Portfolios: An Introduction
  2. pp. 1-17
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  1. I. Theory and Power
  2. p. 19
  1. 1. Reflections on an Explosion: Portfolios in the ’90s and Beyond
  2. pp. 21-33
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  1. 2. The Lunar Light of Student Writing: Portfolios and Literary Theory
  2. pp. 34-42
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  1. 3. Rethinking Portfolios for Evaluating Writing: Issues of Assessment and Power
  2. pp. 43-56
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  1. 4. Kentucky’s State-Mandated Writing Portfolios and Teacher Accountability
  2. pp. 57-71
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  1. 5. Teachers and Students: Reclaiming Assessment Via Portfolios
  2. pp. 72-88
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  1. 6. Establishing Sound Portfolio Practice: Reflections on Faculty Development
  2. pp. 89-100
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  1. 7. Of Large-Mouth Milk Jugs, Cosmic Trash Compactors, and Renewal Machines: Reflections on a Multi-task Portfolio Assessment
  2. pp. 101-124
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  1. 8. Portfolio For Doctoral Candidacy: A Veritable Alternative
  2. pp. 125-141
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  1. II. Pedagogy
  2. p. 143
  1. 9. Behind the Scenes: Portfolios in a Classroom Learning Community
  2. pp. 145-162
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  1. 10. Using Portfolios to Assess and Nurture Early Literacy from a Developmental Perspective
  2. pp. 163-175
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  1. 11. Portfolios and Flow
  2. pp. 176-181
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  1. 12. Producing Purposeful Portfolios
  2. pp. 182-195
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  1. 13. Building Bridges, Closing Gaps: Using Portfolios to Reconstruct the Academic Community
  2. pp. 196-213
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  1. 14. Portfolios in Law School: Creating a Community of Writers
  2. pp. 214-222
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  1. III. Teaching and Professional Development
  2. p. 223
  1. 15. Portfolios as a Way to Encourage Reflective Practice Among Preservice English Teachers
  2. pp. 225-243
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  1. 16. Teacher Portfolios: Lessons in Resistance, Readiness, and Reflection
  2. pp. 244-262
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  1. 17. Finding Out What’s in Their Heads: Using Teaching Portfolios to Assess English Education Students—and Programs
  2. pp. 263-277
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  1. 18. A Different Understanding
  2. pp. 278-292
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  1. 19. Revising Our Practices: How Portfolios Help Teachers Learn
  2. pp. 293-301
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  1. IV. Technology
  2. p. 303
  1. 20. Wedding the Technologies of Writing Portfolios and Computers: The Challenges of Electronic Classrooms
  2. pp. 305-321
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  1. 21. A Hypertext Authoring Course, Portfolio Assessment, and Diversity
  2. pp. 322-337
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  1. 22. Down the Yellow Chip Road: Hypertext Portfolios in Oz1
  2. pp. 338-356
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  1. 23. Reflections on Reading and Evaluating Electronic Portfolios
  2. pp. 357-369
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  1. 24. Portfolios, WAC, Email, and Assessment: An Inquiry on Portnet
  2. pp. 370-384
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  1. Works Cited
  2. pp. 385-400
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  1. About the Editors
  2. p. 401
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  1. About the Contributors
  2. pp. 402-407
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Additional Information

ISBN
9780874213393
Related ISBN
9780874212204
MARC Record
OCLC
42329319
Launched on MUSE
2012-01-01
Language
English
Open Access
Yes
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