Developing Portfolios in Education: A Guide to Reflection, Inquiry, and Assessment

Developing Portfolios in Education, Second Edition, walks teachers through the practical aspects of creating portfolios and demonstrates how they can be used as an action research tool for reflection and professional development. Authors Ruth S. Johnson, J. Sabrina Mims-Cox, and Adelaide Doyle-Nichols include checklists, visuals, organizational strategies, and hands-on tools to help readers through every step of developing a professional portfolio.

Key Features

• Emphasizes the role of standards as they apply to portfolio content and evaluation
• Includes chapter-opening scenarios that offer real-world examples of portfolio development

New to This Edition

• Presents a chapter that links portfolio development to action research
• Contains updated material on electronic portfolio development
• Provides new step-by-step descriptions of the portfolio process written specifically for teachers

Accompanying Student Resources on CD provide video clips of portfolio presentations, sample electronic portfolios for elementary and secondary teaching credential candidates, Power Point slides, tables, templates, and links to Web sites.

Developing Portfolios in Education: A Guide to Reflection, Inquiry, and Assessment, Second Edition takes preservice and inservice teachers through the process of developing a professional portfolio. It is designed to teach readers how traditional and electronic portfolios are defined, organized, and evaluated. The text also helps teachers to use their portfolios as an action research tool for reflection and professional development.

New features to the second edition include:

- A new chapter that links portfolio development to action research

• Step-by-step descriptions of the portfolio process as it relates specifically to teachers

• Additional and updated material on electronic portfolios

• Discussion questions in each chapter

Ruth S. Johnson is Professor of Educational Administration at California State University, Los Angeles. She received her Ed.D. degree in Educational Theory from Rutgers University. Her dissertation was titled An Exploratory Study of Academic Labeling, Student Achievement and Student Ethnographic Characteristics. Dr. Johnson has served in a variety of educational settings in New Jersey and California. At the K-12 level, she has been a classroom teacher, instructional consul-tant, director of elementary education, an analyst, an assistant superintendent of schools in the areas of curriculum and business, and a superintendent of schools. She was a compensatory education consultant for the New Jersey Department of Education. Prior to assuming her current position in higher education, Dr. Johnson directed the Southern California Of?ce of the Achievement Council, a nonpro?t public inter-est organization whose mission is to examine outcomes for urban and low-income students and to help schools and districts to build capacity to prepare students to succeed at the highest educational levels, including four-year colleges and universi-ties. Other nonpro?t work included directing a teacher initiative for the Los Angeles Annenberg Metropolitan Project (LAAMP). Dr. Johnson's major scholarly interests and publications focus on processes re-lated to changing the academic culture of urban schools with an emphasis on access and equity. The ?rst edition of this book, Setting Our Sights: Measuring Equity in School Change, is being used in schools and colleges nationally. Dr. Johnson makes frequent presentations and serves as a consultant to schools and districts.