Download or read book A Case Study of the Teacher Education Faculty s Perception of the EFolio Program at a Private Central Texas University written by Shannon Owen Trimble and published by . This book was released on 2006 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: The qualitative case study approach investigated the perceptions that Teacher Education Faculty (TEF) developed as a result of using the electronic portfolio, or eFolio, in the teacher education program at the institution that was studied. The research questions were: (1) What are the perceptions of TEF of the success of the eFolio program at the institution? (2) What are the perceptions of TEF of the technical support provided for the eFolio at the institution? (3) What are the perceptions of the TEF of using the eFolio as an assessment of the teacher education program to meet accreditation standards? (4) What are the perceptions of the TEF of using the eFolio to meet technology integration in teacher education requirements? (5) What are the perceptions of the TEF of using the eFolio for teacher candidate assessment? The mixed method study used both qualitative and quantitative data analysis procedures. The study used three sources of data: email correspondence records between Teacher Education Faculty (TEF) and eFolio Support, an online survey, and follow-up semi-structured face-to-face interviews. Results (1), of analysis of data revealed that 85% of TEF members perceived the eFolio to be worth the time. (2), evidence indicated 75% of the TEF perceived the technical support candidates received for the eFolio to be beneficial. (3), analysis of data show that 60% of TEF perceived the eFolio's as a tool to be used in accreditation. (4), 65% of TEF in the study reported they did not perceive the eFolio as a way to integrate technology in the teacher education curriculum. (5), result of data analysis revealed that 65% of TEF reported the eFolio was a successful way to assess candidates. The study contributed to the emerging body of research concerning the use of the eFolio in teacher education programs. As the use technology continues to grow in teacher preparation programs, the eFolio will take the place of the traditional hard copy portfolio for candidate assessment, technology integration, and program accreditation.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Leveraging the ePortfolio for Integrative Learning written by Candyce Reynolds and published by Taylor & Francis. This book was released on 2023-07-03 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: The fruit of the authors’ more than 15 years of using and writing about ePortfolios in general education and disciplinary programs and courses, this book is a comprehensive and practical guide to the use of the ePortfolio as a pedagogy that facilitates the integrative learning that is a central goal of higher education.Faculty and administrators of programs using ePortfolios can use this guide to help their students work individually on an ePortfolio or as part of a class or program requirement. Readers will discover through examples of student portfolios and targeted exercises how to assist students in making their learning visible to themselves, their peers, their instructors and their future employersWhile interest in ePortfolios has exploded—because they provide an easier and more comprehensive ways to assess student learning than traditional portfolios, and because they have the potential to transformatively develop students’ ability to connect and apply their knowledge—faculty and administrators all too often are disappointed by the lackluster ePortfolios that students submit. Reynolds and Patton demonstrate how systematically embedding practices in the classroom that engage students in integrative learning practices dramatically improves outcomes. The authors describe easy to use and practical strategies for faculty to incorporate integrative ePortfolios in their courses and curricula, and create the scaffolding to develop students’ skills and metacognition.The book opens by outlining the underlying learning theory and the key concepts of integrative learning and by describing the purpose, structure and implementation of ePortfolios. Subsequent sections cover classroom practices and assignments to help students understand themselves as learners; make connections between course content, their personal lives, and to the curriculum; bridge theory to practice; and consider issues of audience and communication and presentation in developing their portfolios. The book goes on to cover technological issues and assessment, with a particular emphasis on the use of rubrics; and concludes with explicated examples of ePortfolios created in a first-year program, ePortfolios created by graduating students, career-oriented ePortfolios, and lifelong ePortfolios.For both experienced faculty and administrators, and readers just beginning to use ePortfolios, this book provides a framework and guidance to implement them to their fullest potential.
Download or read book Teachers Perception of Training and Professional Development written by George B. Flores and published by . This book was released on 2017 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Evaluating Electronic Portfolios in Teacher Education written by Pete Adamy and published by IAP. This book was released on 2009-03-01 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: While Research on the effectiveness of electronic portfolios for assessment and accreditation is emerging, many who are now using, or who are beginning to use, electronic portfolios are looking to justify the cost and effort involved. The purposes of this volume are to create an in-depth portrait of ways in which electronic portfolios efforts can be evaluated effectively, and to provide xamples of e-folio evaluation in the form of case studies. The intention of these chapters is to serve as models for assessment and evaluation of electronic portfolios in teacher education, as well as to spark further investigations on this tool that is ecoming ubiquitous in so many SCDE’s across the United States and abroad.
Download or read book Catalyst in Action written by Bret Eynon and published by Taylor & Francis. This book was released on 2023-07-03 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Published in association with In 2017, Bret Eynon and Laura M. Gambino released High-Impact ePortfolio Practice, which drew broad acclaim from faculty and educational leaders. “An instant classic,” wrote one reviewer. “The book I’ve been waiting for!” exclaimed another. With compelling evidence of the impact of ePortfolio “done well,” and a practical framework for educators to follow, this research study quickly led to the formal recognition of ePortfolio as a validated High Impact Practice.Now, with Catalyst in Action: Case Studies of High-Impact ePortfolio Practice, Eynon and Gambino have taken the next step. The book offers 20 powerful case studies, drawn from campuses ranging from Bronx Community College to Yale University, from the University of South Carolina, to Dublin University and Arizona State.In High Impact ePortfolio Practice, Eynon and Gambino outlined the Catalyst Framework, spotlighting the strategies needed to launch, build and sustain a “high-impact” ePortfolio practice. Linking integrative social pedagogy to technology, assessment and professional development, the Catalyst Framework offers guiding principles and classroom-based ePortfolio practices that improve student success, deepen the student learning experience, and catalyze learning-centered institutional change.In Catalyst in Action, teams of faculty and college leaders detail their experiences exploring and testing the Framework on their campuses. Working with diverse groups of students in a broad range of disciplines and settings, the case study authors put Eynon and Gambino’s integrative strategies into practice. Catalyst in Action shares their findings and their insights. As higher education enters a challenging new era, it must find new ways adapt and change, to support and demonstrate student growth and development. Catalyst in Action is a powerful combination of intensive research and practical experiencing. Offering exciting new evidence and fresh new insights, Catalyst in Action will be an invaluable resource for those who wish to build student success, advance higher learning, and meet the demands of the 21st century.
Download or read book High Impact ePortfolio Practice written by Bret Eynon and published by Taylor & Francis. This book was released on 2023-07-03 with total page 329 pages. Available in PDF, EPUB and Kindle. Book excerpt: Published in association with At a moment when over half of US colleges are employing ePortfolios, the time is ripe to develop their full potential to advance integrative learning and broad institutional change. The authors outline how to deploy the ePortfolio as a high-impact practice and describe widely-applicable models of effective ePortfolio pedagogy and implementation that demonstrably improve student learning across multiple settings.Drawing on the campus ePortfolio projects developed by a constellation of institutions that participated in the Connect to Learning network, Eynon and Gambino present a wealth of data and revealing case studies. Their broad-based evidence demonstrates that, implemented with a purposeful framework, ePortfolios correlate strongly with increased retention and graduation rates, broadened student engagement in deep learning processes, and advanced faculty and institutional learning. The core of the book presents a comprehensive research-based framework, along with practical examples and strategies for implementation, and identifies the key considerations that need to be addressed in the areas of Pedagogy, Professional Development, Outcomes Assessment, Technology and Scaling Up. The authors identify how the ePortfolio experience enhances other high-impact practices (HIPs) by creating unique opportunities for connection and synthesis across courses, semesters and co-curricular experiences. Using ePortfolio to integrate learning across multiple HIPs enables students reflect and construct a cohesive signature learning experience.This is an invaluable resource for classroom faculty and educational leaders interested in transformative education for 21st century learners.
Download or read book Tep Vol 15 N1 written by Teacher Education and Practice and published by R&L Education. This book was released on 2003-06-02 with total page 211 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.
Download or read book Eportfolios for Lifelong Learning and Assessment written by Darren Cambridge and published by John Wiley & Sons. This book was released on 2010-10-07 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book clearly articulates the foundations of an educational vision that is distinctively supported by eportfolio use, drawing on work in philosophy, sociology, higher and adult education, and elearning research. It is academically rigorous and accessible not only to scholars in a range of disciplines who might study or use eportfolios. It surveys the state-of-the-art of international eportfolio practice and suggests future directions for higher educational institutions in terms of curriculum, assessment, and technology. This resource is written for scholars, support staff, instructional technologists, academic administrators, and policy makers.
Download or read book Faculty Attitudes and Perceptions of the Effectiveness of Traditional Versus Distance Course Delivery Methods in Pre service Business Education Programs written by and published by . This book was released on 2008 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: The question of whether particular aspects of pre-service business education programs can be effectively delivered using traditional and distance methods of course delivery was examined by investigating faculty attitudes and perceptions. The faculty members selected for this study was the entire population of faculty that have registered programs at their institutions with the National Association for Business Teacher Education (NABTE), which is a branch of the National Business Education Association (NBEA). This research study was a quantitative, survey design using a questionnaire that was developed to measure the degree to which faculty perceive the effectiveness of traditional and distance courses delivery methods when educating pre-service business education students. Prior to distribution of the questionnaire, a pilot study was conducted to ensure internal validity and instrument reliability. The following research questions guided this study: When teaching pre-service business education curriculum using traditional and distance course delivery methods, how effectively do faculty feel that ... (a) students can be taught the skills necessary for them to demonstrate proficiency of the key points of the ten national business standards? (b) commonly practiced assessment techniques can be implemented to measure student proficiency in the pre-service business teacher education curriculum? and (c) each of the eight courses commonly found in the pre-service business teacher education curriculum are able to be delivered? The purpose of this study is to investigate faculty attitudes and perceptions of how course delivery methods (traditional and distance) can help to effectively prepare qualified teachers in pre-service business education programs. The overarching, conceptual framework of this study is based on the theoretical underpinnings originated by Ajzen and Fishbein called the theory of reasoned action (1975; 1980), which later was refined and renamed as the theory of planned behavior (1988). Ajzen and Fishbein's theory asserts that a person who believes that performing a behavior will lead to positive outcomes will hold a favorable attitude toward performing that behavior, while a person who believes that performing a behavior will lead to negative outcomes will hold an unfavorable attitude. It is believed that this study is grounded in this theory, which helps to explain and understand why some faculty members may or may not accept or adopt teaching a distance course, especially if they have a choice. After analyzing the findings, it was undoubtedly discovered that the faculty perceive traditional courses as the most effective method of course delivery for all questions asked. Further, it was interesting to discover that although the faculty agreed strongly that traditional course methods were most effective, they also indicated that almost all of the key points of the standards, implementation of assessments, and commonly found courses were able to be delivered through distance course delivery methods. These findings add and contribute to the existing literature and should assist other faculty, chairs of departments, as well as academic affairs administrators (i.e. deans and provosts) when making decisions whether particular courses should be taught traditionally or through distance, as well as understanding how other faculty feel when considering the delivery and implementation of commonly practiced assessments and key points of teacher education standards through these two methods of course delivery.
Download or read book ePortfolio as Curriculum written by Kathleen Blake Yancey and published by Taylor & Francis. This book was released on 2023-07-03 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: At a moment when the ePortfolio has been recognized as a high impact practice – as a unique site for hosting student integrative learning and as a powerful genre for assessment – this book provides faculty, staff, and administrators with a set of frameworks and models useful for guiding students in designing and creating ePortfolios that clearly communicate their purpose and effectively use the affordances of the medium.In short, this book both illustrates and provides guidance on how to support the development of students’ ePortfolio literacy. The ePortfolio curricular models provided in ePortfolio as Curriculum include both those integrated within existing disciplinary courses and those offered through credit-bearing stand-alone courses.In taking up questions focused on what students need to know and do in becoming informed, effective ePortfolio makers, the contributors to this volume – from the standpoint of their course outcomes and institutional contexts – present various approaches to developing an ePortfolio curriculum. Individually and collectively, the chapters explain ways to engage students in understanding the potential purposes, structures, audiences, and designs of ePortfolios; in developing the reflective practices for contextualizing and informing the selection and curation of artifacts; and in creating appropriate focus and coherence.Synthesizing insights from the previous chapters, the concluding chapter identifies six consistent features of an ePortfolio curriculum that support the development of students' ePortfolio literacy. In addition, Kathleen Blake Yancey identifies and defines seven common ePortfolio curricular dimensions that contribute to students' ePortfolio literacy, among them student agency, digital identity, and campus and global citizenship. Not least, she describes new practices emerging from ePortfolio curricula, including new ePortfolio-specific genres; new metaphors used to characterize ePortfolios and their practices; and new issues that the ePortfolio curriculum raises.
Download or read book Pilot Study of an Experimental Program in Teacher Education written by Temple University and published by . This book was released on 1959 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Electronic Portfolios 2 0 written by Darren Cambridge and published by Taylor & Francis. This book was released on 2023-07-03 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher education institutions of all kinds—across the United States and around the world—have rapidly expanded the use of electronic portfolios in a broad range of applications including general education, the major, personal planning, freshman learning communities, advising, assessing, and career planning.Widespread use creates an urgent need to evaluate the implementation and impact of eportfolios. Using qualitative and quantitative methods, the contributors to this book—all of whom have been engaged with the Inter/National Coalition for Electronic Portfolio Research—have undertaken research on how eportfolios influence learning and the learning environment for students, faculty members, and institutions.This book features emergent results of studies from 20 institutions that have examined effects on student reflection, integrative learning, establishing identity, organizational learning, and designs for learning supported by technology. It also describes how institutions have responded to multiple challenges in eportfolio development, from engaging faculty to going to scale. These studies exemplify how eportfolios can spark disciplinary identity, increase retention, address accountability, improve writing, and contribute to accreditation. The chapters demonstrate the applications of eportfolios at community colleges, small private colleges, comprehensive universities, research universities, and a state system.
Download or read book Tep Vol 30 N3 written by Teacher Education and Practice and published by Rowman & Littlefield. This book was released on 2017-09-05 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: 001 – Our Concern as Teachers Educators: The Hegemonic Forces of Dominant Ideology Patrick M. Jenlink 002 – The Challenges of Differentiating Instruction for ELLs: An Analysis of Content-Area Lesson Plans Produced by Preservice Language Arts and Social Studies Teachers Clara Lee Brown and Rachel Endo 003 – Prospective Teachers’ Beliefs in Factors Negatively Influencing African American, Low-income Anglo, and Hispanic Students’ Academic Achievement Maximo Plata, Alaric A. Williams, and Tracy B. Henley 004 – Teachers Matter: The Teacher’s Role in Increasing Working-Class Latina/o Youth’s College Access and Empowerment Leticia Rojas 005 – From “Blissfully Unaware” to “Another Perspective on Hope”: An Indigenous Knowledge Study Abroad Program’s Impacts on the Ways of Knowing of Pre-service Transnational English Learner Teachers G. Sue Kasun and HyeKyoung Lee 006 – Pre-service Teachers’ Confidence and Attitudes toward Teaching English Learners Stephanie Wessels, Guy Trainin, Jenelle Reeves, Theresa Catalano, and Qizhen Deng 007 – Common-Sense and Scientific Interpretation of Cultural Relevance Charles L. Lowery 008 – A Pre-service Teacher’s Use of a culturally Relevant Text with Interracial Themes K. Dara Hill 009 – Teacher Learning through Culturally Relevant Literature: A Cross-Context Study of Teacher Education for English Learners Megan Hopkins and Amy J. Heineke 010 – Examining Entry-level Mandarin Chinese Teacher Candidates: Experiences, Motivation and Development Ping Liu 011 – BOOK REVIEW: Preparing Classroom Teachers to Succeed with Second Language Learners: Lessons from A Faculty Learning Community Wenli Zhang Call for Book Reviews Upcoming Issues and Call for Reviewers
Download or read book The Teaching Portfolio written by Peter Seldin and published by Jossey-Bass. This book was released on 1991 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Survey of Undergraduate Students and Teacher Education Faculty Opinion of the East Texas State University School of Education written by Helen Ruth Brock and published by . This book was released on 1971 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Identifying Faculty Staff and Program Director Perceptions of Utilizing an Online Portfolio System for Assessment Purposes written by Lesley A. Voigt and published by . This book was released on 2012 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to identify the UW-Stout, School of Education faculty and staff perceptions regarding utilizing an ePortfolio for assessment purposes. More specifically it looked at beliefs about benefits to various stakeholders, background and familiarity with ePortfolios, and satisfaction with the current UW-Stout, School of Education ePortfolio system. An online survey was utilized to gather perceptions of current, actively teaching (assigned to be teaching) instructors within the School of Education at UW-Stout for the fall 2011 and spring 2012 semesters. The faculty, staff and program directors at UW-Stout believe that these ePortfolios were beneficial to the students as well as in gathering assessment data for accreditation purposes, which has shown to be common among higher education perceptions. However, there was mass agreement that the ePortfolio was not being utilized to its fullest potential.
