Portfolios as sites of learning: Reconceptualizing the connections to motivation and engagement

Journal of Literacy Research

Volumn 33, Issue 2, 2001, Pages 211-241

  Clark, Caroline ^a   Chow Hoy, Todd K ^b   Herter, Roberta J ^c   Moss, Pamela A ^d  

^a OHIO STATE UNIVERSITY   (United States)

^b Punahou School   (United States)

^c CALIFORNIA POLYTECHNIC STATE UNIVERSITY   (United States)

^d UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33749635853     PISSN: 1086296X     EISSN: None     Source Type: Journal    
DOI: 10.1080/10862960109548110     Document Type: Article

References (81)

1. Archibald, D.A., & Newmann, F. (1988). Beyond standardized testing: Assessing authentic academic achievement in the secondary school. Reston, VA: National Association for Secondary School Principals.
2. Bauer, E.B. (1999). The promise of alternative literacy assessments in the classroom: A review of empirical studies. Reading Research and Instruction, 38, 153-168.
3. Belanoff, P., & Dickson, M. (Eds.). (1991). Portfolios: Process and product. Portsmouth, NH: Boynton/Cook.
4. Burnham, C. (1986). Portfolio evaluation: Room to breathe and grow. In C. Bridges (Ed.), Training the teacher of college composition. Urbana, IL: National Council of Teachers of English.
5. Calkins, L.M. (1986). The art of teaching writing. Portsmouth, NH: Heinemann.
6. Camp, R. (1990). Thinking together about portfolios. The Quarterly: National Writing Project/Center for the Study of Writing, 12 (2), 8-14, 27.
7. Camp, R., & Levine, D. (1991). Portfolios evolving. In P. Belanoff & M. Dickson (Eds.), Portfolios: Process and product (pp. 206-214). Portsmouth, NH: Boynton/ Cook.
8. Carini, P.F. (1973). The Prospect School: Taking account of process. Childhood Education, 49 (7), 350-356.
9. Carini, P.F. (1986). Building from children's strengths. Journal of Education, 168 (3), 13-24.
10. Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge, and action research. London: Falmer Press.
11. Cortés, C.E. (1995). Knowledge construction and popular culture: The media as multicultural educator. In J. Banks & C.A. McGee Banks (Eds.), Handbook of research on multicultural education (pp. 169-183). New York: Macmillan.
12. Crumpler, T. (1996). Exploring a culture of assessment with ninth-grade students: Convergences of meaning within dramas of assessment. Unpublished doctoral dissertation, The Ohio State University, Columbus, OH.
13. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
14. Csikszentmihalyi, M., Rathunde, K., & Wlalen, S. (with contributions by M. Wong). (1993). Talented teenagers: The roots of success and failure. Cambridge, UK: Cambridge University Press.
15. Davidson, A.L. (1996). Making and molding identity in schools. Albany, NY: State University of New York Press.
16. Denzin, N.K. (Ed.). (1978). Sociological methods: A source book. New York: McGraw Hill.
17. Dyson, A.H. (1994). Confronting the split between "the child" and children: Toward new curricular visions of the child writer. English Education, 26 (1), 12-28.
18. Eisenhart, M. (1995). The fax, the jazz player, and the self-story teller: How do people organize culture? Anthropology & Education Quarterly, 26 (1), 3-26.
19. Elbow, P. (1981). Writing with power. New York: Oxford University Press.
20. Elbow, P., & Belanoff, P. (1997). Reflections on an explosion: Portfolios in the 90s and beyond. In K.B. Yancey & I. Weiser (Eds.), Situating portfolios: Four perspectives (pp. 21-33). Logan, UT: Utah State University Press.
21. Fenner, L. (1995). Student portfolios: A view from inside the classroom. Unpublished doctoral dissertation, The Ohio State University, Columbus, OH.
22. Finn, J.D. (1989). Withdrawing from school. Review of Educational Research, 59 (2), 117-142.
23. Firestone, W.A. (1989). Beyond order and expectations in high schools serving at-risk youth. Educational Leadership, 46, 41-45.
24. Fordham, S. (1996). Blacked out: Dilemmas of race, identity, and success at Capital High. Chicago: University of Chicago Press.
25. Gamoran, A., & Nystrand, M. (1992). Taking students seriously. In F.M. Newmann (Ed.), Student engagement and achievement in American secondary schools. New York: Teachers College Press.
26. Gentile, C. (1990). Exploring new methods for collecting students' school-based writing: NAEP'S 1990 portfolio study. Washington, DC: National Center for Education Statistics
27. Gill, K. (Ed.). (1993). Process and portfolios in writing instruction (Classroom Practices in Teaching English, Vol. 26). Urbana, IL: National Council of Teachers of English.
28. Giroux, H.A. (1996). Hollywood, race, and the demonization of youth: The "kids" are not "alright." Educational Researcher, 25 (2), 31-35.
29. Glaser, B., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. Hawthorne, NY: Aldine de Gruyter.
30. Glazer, S.M., & Brown, C.S. (1993). Portfolios and beyond: Collaborative assessment in reading and writing. Norwood, MA: Christopher Gordon.
31. Goldman, J.P. (1989). Student portfolios already proven in some schools. School Administrator, 46 (11), 11.
32. Grannis, J.C. (1991). Meeting the goals of school completion. ERIC/CUE Digest No. 69. (ED334309)
33. Graves, D.H. (1983). Writing: Teachers and children at work. Portsmouth, NH: Heinemann.
34. Graves, D.H., & Sunstein, B.S. (Eds.). (1992). Portfolio portraits. Portsmouth, NH: Heinemann.
35. Hamby, J.V. (1989). How to get an "A" on your dropout prevention report card. Educational Leadership, 46, 21-28.
36. Herter, R.J. (1991). Writing portfolios: Alternatives to testing. English Journal, 80 (1), 90-91.
37. Hewitt, G. (1995). A portfolio primer. Portsmouth, NH: Heinemann.
38. Howard, K. (1990). Making the portfolio real. The Quarterly: National Writing Project/Center for the Study of Writing, 12 (2), 4-7, 27.
39. Koretz, D., McCaffrey, D., Klein, S., Bell, R., & Stecher, B. (1992). The reliability of scores from the 1992 Vermont Portfolio Assessment Program: Interim report (Center for the Study of Evaluation, CSE Technical Report No. 355). Santa Monica, CA: Rand Institute on Education and Training, National Center for Research on Evaluation, Standards, and Student Testing.
40. Koretz, D., Stecher, B., & Deibert, E. (1992). The Vermont Portfolio Assessment Program: Interim report on implementation and impact, 1991-1992 school year (Center for the Study of Evaluation, CSE Technical Report No. 350). Santa Monica, CA: Rand Institute on Education and Training, National Center for Research on Evaluation, Standards, and Student Testing.
41. Lave, J. (1993). The practice of learning. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 3-32). Cambridge, UK: Cambridge University Press.
42. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
43. Lucas, C. (1992). Introduction: Writing portfolios - changes and challenges. In K.B. Yancey (Ed.), Portfolios in the writing classroom: An introduction (pp. 1-11). Urbana, IL: National Council of Teachers of English.
44. Macrorie, K. (1988). The I-Search paper. Portsmouth, NH: Boynton/Cook.
45. Maehr, M.L. (1984). Meaning and motivation: Toward a theory of personal investment. In R.E. Ames & C. Ames (Eds.), Research on motivation in education, Vol. I: Student motivation (pp. 115-144). Orlando, FL: Academic Press.
46. Maehr, M.L., & Archer, J. (1987). Motivation and school achievement. In L. Katz (Ed.) Current topics in early childhood education (Vol. 7, pp. 85-107). Norwood, NJ: Ablex.
47. Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954-969.
48. Marzano, R.J. (1994). Commentary on "Literacy portfolios: Windows on potential." In S.W. Valencia, E.H. Hiebert, & P.P. Afflerbach (Eds.), Authentic reading assessment: Practices and possibilities (pp. 41-45). Newark, DE: International Reading Association.
49. McCombs, B.L. (1991). Motivation and lifelong learning. Educational Psychologist, 26 (2), 117-128.
50. McLaughlin, M.W., & Heath, S.B. (1993). Casting the self: Frames for identity and dilemmas for policy. In S.B. Heath & M.W. McLaughlin (Eds.), Identity and inner-city youth: Beyond ethnicity and gender (pp. 210-240). New York: Teachers College Press.
51. Moss, P.A. (1992). Shifting conceptions of validity in educational measurement: Implications for performance assessment. Review of Educational Research, 62, 229-258.
52. Moss, P.A. (1994). Can there be validity without reliability? Educational Researcher, 23 (2), 5-12.
53. Moss, P.A. (1996). Enlarging the dialogue in educational measurement: Voices from interpretive research traditions. Educational Researcher, 25 (1), 20-28.
54. Murphy, S., & Smith, M.A. (1991). Writing portfolios: A bridge from teaching to assessment. Markham, Canada: Pippin.
55. Newmann, F.M. (1981). Reducing student alienation in high schools: Implications of theory. Harvard Educational Review, 51, 546-556.
56. Newmann, F.M. (1985). Student engagement and achievement in American secondary schools. New York: Teachers College Press.
57. Newmann, F.M. (1989). Student engagement and high school reform. Educational Leadership, 46, 34-36.
58. Nichols, J.G. (1983). Conceptions of ability and achievement motivation: A theory and its implications for education. In S.G. Paris, G.M. Olson, & H.W. Stevenson (Eds.), Learning and motivation in the classroom (pp. 211-238). Hillsdale, NJ: Erlbaum.
59. Nystrand, M., Cohen, A.S., & Dowling, N.M. (1993). Addressing reliability problems in the portfolio assessment of college writing. Educational Assessment, 1 (1), 53-70.
60. Oldfather, P., & Dahl, K. (1994). Toward a social constructivist reconceptualization of intrinsic motivation for literacy learning. Journal of Reading Behavior, 26, 139-158.
61. Partridge, S. (1990). Assessing students' writing in the 19905: A discussion. (ERIC Document Reproduction Service No. ED 322512).
62. Paulson, F.L., & Paulson, P.R. (1990). How do portfolios measure up? A cognitive model of assessing portfolios. Paper presented at the annual meeting of the Northwest Evaluation Association, Union, WA. (ERIC Document Reproduction Service No. ED 324329)
63. Phelan, P., Davidson, A.L., & Cao, H.T. (1992). Speaking up: Students' perspectives in school. Phi Delta Kappan, 73, 695-704.
64. Philion, T. (1997). Portfolios and flow. In K.B. Yancey & I. Weiser (Eds.), Situating portfolios: Four perspectives (pp. 176-181). Logan, UT: Utah State University Press.
65. Schunk, D.H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25 (1), 71-86.
66. Seeman, M. (1972). Alienation and engagement. In A. Campbell & P.E. Converse (Eds.), The human meaning of social change. New York: Russell Sage.
67. Simmons, J. (1990) Portfolios as large-scale assessment. Language Arts, 67, 262-268.
68. Smith, M.A., & Ylvisaker, M. (Eds.). (1993). Teachers' voices: Portfolios in the classroom. Berkeley, CA: National Writing Project.
69. Stiggins, R.J. (1994). Student-centered classroom assessment. New York: Merrill.
70. Stipek, D.J. (1993). Motivation to learn: From theory to practice. Boston: Allyn & Bacon.
71. Strauss, A., & Corbin, J. (1998). Basics of qualitative research (2nd ed.). Thousand Oaks, CA: Sage.
72. Thompson, J.B. (1990). Ideology and modern culture. Stanford, CA: Stanford University Press.
73. Tierney, R.J., Carter, M.A., & Desai, L.E. (1991). Portfolio assessment in the reading-writing classroom. Norwood, MA: Christopher Gordon.
74. Wehlage, G.G. (1989). Dropping out: Can schools be expected to prevent it? In L.W. Weis, E. Farrar, & H.G. Petrie (Eds.), Dropouts from school: Issues, dilemmas, and solutions (pp. 1-19). Albany, NY: State University of New York Press.
75. Wehlage, G.G., & Rutter, R.A. (1986). Dropping out: How much do schools contribute to the problem? Teachers College Record, 87 (3), 374-392.
76. Wehlage, G.G., Rutter, R.A., Smith, G.A., Lesko, N., & Fernandez, R.R. (1989). Reducing the risk: Schools as communities of support. Philadelphia: Falmer Press.
77. Wehlage, G.G., Rutter, R.A. & Turnbaugh, A. (1987). A program model for at-risk high school students. Educational Leadership, 44, 70-73.
78. Wiggins, G. (1989a). Teaching to the (authentic) test. Educational Leadership, 46 (7), 41-47.
79. Wiggins, G. (1989b). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan, 70, 703-713.
80. Wolf, D.P. (1989). Portfolio assessment: Sampling students work. Educational Leadership, 46 (9), 35-39.
81. Yancey, K.B. (Ed.). (1992). Portfolios in the writing classroom: An introduction. Urbana, IL: National Council of Teachers of English.