Overview

"At professional conferences, educational experts recommend portfolios as alternatives to grading. Professional journals recognize portfolios as new systems for evaluating teacher and student performance. Several states are using portfolio assessments for entire school populations. Portfolio Portraits offers unique ""portraits"" of portfolio keepers--from first graders to university sophomores and graduate students, from teachers in graduate classes to administrators in public schools--as they learn how to use portfolios, and the reader views that learning process. The book is divided into three sections. The first offers portraits of classrooms working with portfolios. The second makes some broader observations of portfolio keeping itself--as an established collecting practice in other fields, as a large-scale assessment technique for entire school systems, and as a teacher's means of instruction and evaluation. The third portrays four very different portfolio keepers: a superintendent, a college senior, and two second grade boys. Portfolio Portraits invites readers to join the twelve contributors and the writers they portray, to experiment with them as they work with portfolios. Keeping a portfolio is a long and disciplined process, but for those teachers and students who are willing to make decisions for themselves, portfolios can be intimate records of personal literacy histories. The reward is worth the struggle as portfolios not only catalogue successes and instructive failures but become inextricably tied to the very definition of literacy. To learn more about Donald Graves, visit www.donaldgraves.org."

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9780435087272

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Reviews

?This rich collection of excellent articles takes us into classrooms where the value of portfolios is strikingly apparent.?-Voices from the Middle

-This rich collection of excellent articles takes us into classrooms where the value of portfolios is strikingly apparent.--Voices from the Middle

Author Information

"Donald H. Graves was a pioneer in literacy education who ultimately revolutionized the way that writing is taught in the United States and around the world. The research study he began in the 1970s at the Atkins Academy, a rural New Hampshire elementary school, would transform writing instruction and launch a new kind of resource: professional books for educators. His bestselling book, Writing: Teachers and Children at Work, challenged teachers to let children's needs and interests, not mandates, guide instruction. For the first time, young children became engaged as writers - not just students learning to write. As they were guided to make the decisions writers make in an authentic writing process, they raised our beliefs about what young writers were capable of. Don Graves was a teacher, principal, Education Director, and Co-Director of an urban teacher preparation program. He was Professor Emeritus at the University of New Hampshire . Heinemann proudly published Don's many other titles including A Fresh Look at Writing; A Sea of Faces; The Energy to Teach; Teaching Day By Day; and Inside Writing (coauthored with Penny Kittle). Children Want to Write: Don Graves and the Revolution in Children's Writing, edited by Thomas Newkirk and Penny Kittle, pairs Don's most important writings with recovered video from his classrooms, creating a vivid and surprising portrait of the man still referred to as ""the Don."" NCTE's Donald H. Graves Award for Excellence in the Teaching of Writing is given annually to deserving educators who have shown exemplary understanding and insight on student improvement in writing. For additional information about Don Graves, see: - Where It All Started by Tom Newkirk - A True Friend & a Good Writer by Nancie Atwell - The Teacher as Learner: The Research of Donald Graves by Mary Ellen Giacobbe Bonnie Sunstein is professor of English and education at the University of Iowa in Iowa City, Iowa where she serves as Director of Undergraduate Writing in English and Program Chair in English Education. She teaches courses in research, non-fiction writing, American folklore, and English education. She has over thirty years of teaching secondary and college English in New England, where she continues to teach in the summers, at the University of New Hampshire and Northeastern University's Martha's Vineyard Institute on Writing and Teaching. A practical and engaging consultant, keynote speaker, and workshop leader, Bonnie works frequently with departments of education, universities, local school systems, and conferences of teachers. Her workshops on writing, literacy, portfolios, teacher-research, and cultural studies offer hands-on experience. Bonnie's books for Heinemann include What Works, Composing a Culture, Portfolio Portraits, The Portfolio Standard, and she has contributed many chapters in other collections about writing and research. Her articles, poems, and chapters appear regularly in professional journals and collections. She is co-author of three editions of FieldWorking: Reading and Writing Research (Bedford St.Martins). Bonnie has received Iowa's Collegiate Teaching Award and the English Department's John Gerber Award for excellence in teaching, as well as a Woodrow Wilson Foundation ""Imagining America"" grant for her FieldWorking Online project. She has led two national portfolio projects, served on NCTE's CEE executive committee, Standing Committee on Research, and was a Trustee of the Research Foundation."

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