Portfolios and reflection in the high school classroom
Casey, Stacey Ktichens
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This study examines portfolios as a tool to use within the high school English/Language Arts classroom. After a review of the theory related to portfolios, reflection in student writing is addressed in a separate chapter, and a tool for implementing reflective writing, the reflective journal, is described. In addition, a case study is presented which examines the portfolio program currently being used by Peachtree Ridge High School in Georgia. Likewise, this study presents survey results from teachers in Cobb County Georgia who were asked questions regarding their attitudes, beliefs, and behaviors related to portfolio use in the classroom. Finally, suggestions are presented for the implementation of a portfolio program at North Oconee High School in Georgia.