{"id":6579,"date":"2024-01-04T18:01:46","date_gmt":"2024-01-04T23:01:46","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=6579"},"modified":"2024-01-04T18:01:46","modified_gmt":"2024-01-04T23:01:46","slug":"6579","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/6579","title":{"rendered":""},"content":{"rendered":"\n<p>Greenhalgh, S. P., &amp; Koehler, M. J. (2015). Pretty good practices for the design of teacher portfolio courses. In M. L. Niess &amp; H. Gillow-Wiles (Eds.), <em>Handbook of research on teacher education in the digital age<\/em> (pp. 256-280). IGI Global. <a rel=\"noreferrer noopener\" href=\"http:\/\/dx.doi.org\/10.4018\/978-1-4666-8403-4.ch010\" target=\"_blank\">http:\/\/dx.doi.org\/10.4018\/978-1-4666-8403-4.ch010<\/a><\/p>\n\n\n\n<p>Abstract: <\/p>\n\n\n\n<p>&#8220;In this chapter, the authors argue that although portfolios are a popular means of teacher evaluation, they, like any other assessment, must be properly implemented if they are to realize their full potential. Accordingly, they offer seven \u201cpretty good practices\u201d (Mishra, 2008) for designing portfolio courses: peer feedback, authentic audience, diverse resources, learning by doing, open access, confidential spaces, and self-pacing. These practices were developed from the authors\u2019 extensive work helping teachers to develop portfolios that demonstrate their learning in their graduate studies, and they help students create portfolios that have value as both summative assessments and places for formative growth. In the spirit of \u201cpretty good practices,\u201d however, the authors invite others to modify these practices for other contexts or to carry out research that would help refine and improve them.&#8221;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Greenhalgh, S. P., &amp; Koehler, M. J. (2015). Pretty good practices for the design of teacher portfolio courses. In M. L. Niess &amp; H. Gillow-Wiles (Eds.), Handbook of research on teacher education in the digital age (pp. 256-280). IGI Global. http:\/\/dx.doi.org\/10.4018\/978-1-4666-8403-4.ch010 Abstract: &#8220;In this chapter, the authors argue that although&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/6579\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11,5],"tags":[563,2024],"coauthors":[2302],"class_list":["post-6579","post","type-post","status-publish","format-standard","hentry","category-report-of-practice","category-book-chapter","tag-teacher-education","tag-portfolio-courses","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/6579","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=6579"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/6579\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=6579"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=6579"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=6579"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=6579"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}