Date of Award

9-1-1994

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Educational Leadership

First Advisor

Dr. Carol Lloyd

Abstract

This study examines the relationship between teachers' perceptions and of their practices with mandated portfolios. It analyzes how teachers' attitudes and beliefs may influence the effectiveness of portfolio usage. Six intermediate grade teachers from one Midwestern school district were interviewed to ascertain their background, knowledge about portfolios, attitudes about portfolios, ownership of portfolios, and use of portfolios. In addition, the contents of eighteen randomly selected student portfolios were identified and analyzed to determine the congruency between teachers' stated perceptions and the implementation of portfolio use. The findings imply that changes in school policies regarding portfolios are ineffective unless the changes concur with teachers' theoretical framework. Results indicate that portfolio use was not an effective assessment, evaluation or planning tool when teachers lacked relevant knowledge, belief, and attitude.

Comments

A Thesis Presented to the Teacher Education Department and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Master of Science University of Nebraska at Omaha. Copyright Chrisi Wise September, 1994

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