Search results for: Parker Michele A.
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The purpose of this study was to investigate student interns’ perceptions of the e-portfolio process and what they learned as a result of this practice. The researchers gathered in-depth information from 224 students, who were required to create e-portfolios for their academic program during their final semester of the 2008–2009 academic year. Several themes emerged from this study: increased scope, timing, alignment with standards, guidance, opportunities to document growth, organize work according to standards, and type and frequency of feedback provided by faculty and other key personnel to students developing e-portfolios.
Updated: Aug. 02, 2015
Validation of the Electronic Portfolio Student Perspective Instrument (EPSPI): Conditions under a Different Integration Initiative
This article describes the validation of the modified Electronic Portfolio Student Perspective Instrument (EPSPI). The article also reports the second major data collection effort involving 224 preservice teachers in a southeastern public university. Results suggest that student perspectives toward e-portfolios are multidimensional, involving four distinct and highly internally consistent underlying constructs accounting for 69% of the cumulative variability: learning, assessment, visibility, and support. This research provides further evidence that the EPSPI is a reliable measurement system.
Updated: Jun. 13, 2010
In this study, the researchers investigated the possible relationship between mentoring and intentionality with respect to beginning teachers' intentions to remain in the profession. Beginning teachers who were matched by grade level, who received assistance with the supports investigated, and who met with mentors at least once monthly for the specified activities were more likely to commit to remaining in the profession than their peers who had received less support.
Updated: Feb. 21, 2010