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ERIC Number: EJ869871
Record Type: Journal
Publication Date: 2008
Pages: 18
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1918-5227
Exploring Portfolios in the Elementary Classroom with Students with Disabilities/Exceptionalities: Timely or Time-Consuming?
Thompson, S. Anthony; Baumgartner, Lynsey
Exceptionality Education International, v18 n3 p148-165 2008
In the inclusive/special education literature, practitioners often claim that using portfolios is excessively time-intensive, while other researchers lay claim to positive possibilities for students with disabilities/exceptionalities, such as increased self-esteem, internal locus of control, choice-making, and active participation in learning. To explore both the time-consuming charge and the positive possibilities associated with portfolio use, we conducted a case study with students with disabilities/exceptionalities and some labelled at-risk in the second author's elementary classroom. Data sources included a research journal, general classroom observations, and structured student interviews. We found that the teacher identified more examples of positive outcomes than did her students and that implementing portfolios can indeed be a protracted process. We theorize about these findings and offer some concluding suggestions to mitigate labour intensity to better support students with disabilities/exceptionalities. (Contains 1 table.)
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ejournals.library.ualberta.ca/index.php/eei
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A