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Abstract This article describes the results of qualitative research using portfolios in a preservice teacher education program. Our study involved participant observation of 26 portfolio review sessions, and open‐ended interviews with 13 student teachers and 13 cooperating teachers. We sought to understand how portfolios might contribute to the assessment and professional development of prospective teachers. We discuss potential benefits and identify several important practical issues that others might consider when introducing portfolio assessment into their own preparation programs. 相似文献
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Understanding differences in perceptions of self‐concept and social support among special populations of gifted learners is critical to planning appropriate services for them. The present study investigated these differences among intellectually gifted students of junior high age who were participating in full time intensive programs for the gifted. Specifically, differences as a function of gender, ethnicity, and socio‐economic class were examined. Findings indicated some differences based on ethnicity and gender, but most differences were observed between lower and higher socio‐economic groups, particularly in the areas of social support and social and behavioral self‐concept. Implications from the study would suggest attention to these dimensions in program planning. 相似文献
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Eighty-four children from rural, urban, and suburban families were tested with the PPVT during a parent intervention program and with the SIT three years later as part of program evaluation. Results indicated the mean IQ on the SIT was substantially higher than expected based on the earlier PPVT scores. Sampling error and examiner error were excluded as explanations for the difference. These results suggest that the PPVT and SIT yield different scores and lack comparability. 相似文献