Portfolios in teacher education

Front Cover
International Reading Association, Jun 1, 1996 - Education - 156 pages
Portfolios in Teacher Education examines the relation between teaching & learning from a new perspective. Authors McLaughlin & Vogt describe teacher education courses where undergraduate & graduate students are evaluated using portfolio assessment techniques, the same methods they will one day use in their own classrooms. This allows students both to learn about current instructional methods & to experience them firsthand, informing them as teachers & learners in the process. This concept forms the basis of the text, which also explores how portfolio assessment can enable university educators to move from traditional methods of testing to a more authentic assessment that reflects each student's real progress. In addition to presenting portfolios as a method to evaluate achievement of course learning goals, the authors also address the use of portfolio assessment in other contexts, including admission to universities, admission to teacher education programs, student teaching, job interviews & inservice teacher evaluations. Readers interested in incorporating the use of portfolios in undergraduate & graduate courses will find the accessible style of this handbook useful & informative. Portfolios in Teacher Education is an important new addition to the literature on teacher preparation & will be valuable to all university educators interested in implementing authentic assessment practices. Maureen McLaughlin is a Professor of Reading Education at East Stroudsburg State University of Pennsylvania, East Stroudsburg, Pennsylvania, USA.MaryEllen Vogt is an Associate Professor of Education at California State University, Long Beach, Long Beach, California, USA.

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CHAPTER One Moving Along the Assessment Continuum
CHAPTER TWO Aligning Theory and Practice
Concept and Process

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About the author (1996)

MaryEllen Vogt, Ed.D., is Professor Emerita, California State University, Long Beach. A public school reading specialist for 15 years, she has co-authored six books, including "Reading Specialists and Literacy Coaches in the Real World "(2nd Ed.; Allyn & Bacon, 2007)and "Making Content Comprehensible for English Learners: The SIOP Model (3rd Ed; Allyn & Bacon," 2008). Her research interests include improving comprehension in the content areas, teacher change, and content literacy for English learners," "Dr. Vogt served as President of the International Reading Association in 2004-2005. Jana Echevarria, Ph.D., is a Professor of Education at California State University, Long Beach. Her professional experience includes elementary and secondary teaching in general education, special education, English as a Second Language and bilingual programs. She has lived in Taiwan and Mexico where she taught ESL and second language acquisition courses at the university level, as well as in Spain where she conducted research on instructional programs for immigrant students. Her UCLA doctorate earned her an award from the National Association for Bilingual Education's Outstanding Dissertations Competition. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. She is a nationally known expert on English learners and has written numerous journal articles and book chapters, has written and produced several videotapes and has co-authored several books including, "Making Content Comprehensible for English Language Learners: The SIOP Model" and "Sheltered Content Instruction: Teaching Students With Diverse Abilities," both published byAllyn & Bacon. The SIOP Model of instruction is used widely in all 50 states and several countries. Currently, she is Co-Principal Investigator with the "National Research and Development Center on English Language Learners" funded by the U.S. Department of Education, Institute of Education Sciences (IES). In 2005, Dr. Echevarria was selected as Outstanding Professor at CSULB.