The Process Of Adopting Electronic Portfolios In Schools Of Education

2008 ◽  
Vol 4 (4) ◽  
pp. 62-74
Author(s):  
Linda Mensing Triplett ◽  
◽  
Diane Judd ◽  
Davina Pruitt-mentle ◽  
Arlene Bothwick ◽  
...  
Keyword(s):  
Electronic Portfolios ◽  
Schools Of Education

Dealing with hate to boost multiculturalism in colleges/schools of education

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Festus E. Obiakor
Keyword(s):  
White Supremacy ◽  
Linguistically Diverse ◽  
Colleges And Universities ◽  
Culturally And Linguistically Diverse ◽  
Schools Of Education ◽  
Educational Environments ◽  
Personality Difference

AbstractHate has always been a part of our lives and world. We have rationalized about it and pretended that it is a personality difference that is not very harmful and hurtful. However, hate continues to be devastating and visible in the forms of discrimination, racism, xenophobia, linguistic superiority, religious bigotry, Messiah Complex, White supremacy, and prejudice, to mention a few. At Colleges/Schools of Education (C/SOE) and their respective colleges and universities, hate and its related problems continue to manifest themselves in these institutions in divergent ways, thereby making them unsafe, unhealthy, and uncomfortable environments to culturally and linguistically diverse (CLD) and vulnerable individuals who have been traditionally devalued, disenfranchized, disadvantaged, and disillusioned. In this article, I discuss the dangers of hate in C/SOE and recommend what we can do to boost multiculturalism in these educational environments.

How Prepared are Our Teachers for Mainstreamed Classroom Settings? A Survey of Postsecondary Schools of Education in New York State

1992 ◽  
Vol 59 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Christopher A. Kearney ◽  
V. Mark Durand
Keyword(s):  
New York ◽  
Teacher Education ◽  
Regular Education ◽  
New York State ◽  
Collaborative Teaching ◽  
National Council ◽  
Schools Of Education ◽  
Education Students ◽  
York State ◽  
Integrated Or

This study examined the hypothesis that postsecondary schools of education are sufficiently preparing regular education students to work in integrated or mainstreamed classroom settings. Chairpersons of 58 such programs in New York State were queried about their programs' accreditation, coursework, and field experience requirements relevant to mainstreaming practices. Results indicated that only a minority of these programs were accredited by the National Council for Accreditation of Teacher Education, offered dual certification in regular and special education, or required training in collaborative teaching and education.

scholarly journals The reality of assessing ‘authentic’ electronic portfolios: Can electronic portfolios serve as a form of standardized assessment to measure literacy and self-regulated learning at the elementary level? / L’évaluation d’e-portfolio «authentiques»

2013 ◽  
Vol 39 (4) ◽  
Author(s):  
Eva Mary Bures ◽  
Alexandra Barclay ◽  
Philip C Abrami ◽  
Elizabeth J Meyer
Keyword(s):  
Learning Strategies ◽  
Electronic Portfolios ◽  
Assessment Tools ◽  
First Year ◽  
Cohen’S Kappa ◽  
Self Regulated Learning ◽  
Cohen's Kappa ◽  
Regulated Learning ◽  
The Government ◽  
Literacy Scores

This study explores electronic portfolios and their potential to assess student literacy and self-regulated learning in elementary-aged children. Assessment tools were developed and include a holistic rubric that assigns a mark from 1 to 5 to self-regulated learning (SRL) and a mark to literacy, and an analytical rubric measuring multiple sub-scales of SRL and literacy. Participants in grades 4, 5 and 6 across two years created electronic portfolios, with n=369 volunteers. Some classes were excluded from statistical analyses in the first year due to low implementation and some individuals were excluded in both years, leaving n=251 included in analyses. All portfolios were coded by two coders, and the inter-rater reliability explored. During the first year Cohen’s kappa ranged from 0.70 to 0.79 for literacy and SRL overall, but some sub-scales were unacceptably weak. The second year showed improvement in Cohen’s kappa overall and especially for the sub-scales, reflecting improved implementation of the portfolios and use of the assessment tools. Validity was explored by comparing the relationship of portfolio scores to other measures, including the government scores on the open-response literacy questions for the Canadian Achievement Tests (version 4), the scores we assigned to the CAT-4s using our assessment tools, and scores on the Student Learning Strategies Questionnaire (SLSQ) measuring SRL. The portfolio literacy scores correlated (p

Who Teach in Departments and Schools of Education?

1959 ◽  
Vol 10 (4) ◽  
pp. 497-502
Author(s):  
David G. Ryans ◽  
Ruth E. Eckert
Keyword(s):  
Schools Of Education
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