The learning portfolio is a powerful complement to traditional measures of student achievement and a widely diverse method of recording intellectual growth. This second edition of this important book offers new samples of print and electronic learning portfolios. An academic understanding of and rationale for learning portfolios and practical information that can be customized. Offers a review of the value of reflective practice in student learning and how learning portfolios support assessment and collaboration. Includes revised sample assignment sheets, guidelines, criteria, evaluation rubrics, and other material for developing print and electronic portfolios.

Volume is indexed by Thomson Reuters CPCI-S (WoS). The goal of this collection of peer-reviewed papers was to provide researchers from the fields of Information Science, Automation and Materials Systems with a forum for sharing new ideas, innovations and solutions. The 371 peer-reviewed papers are grouped into the chapters: 1: Information Science and Automation, 2: Industry and Computer Applications, 3: Network Technology and Materials Engineering, 4: Intelligent Information and Applications, 5: Information Systems, Automation and Control, 6: Materials Engineering, Information and Automation, 7: Programming, Image and Industrial Application. Overall, the contents provide a useful handbook on the field.

The Portfolio as a Learning Strategy is Carol Porter and Janell Cleland's chronicle of three years of experimentation with portfolios. Their honest portrayal includes not just their successes but also their mistakes - all of which allowed them to learn with their students as they discovered the value of portfolios as a tool for reflection. Portfolios, to them, help students learn about themselves as learners. The text looks in depth at the curricular and instructional framework of a student-centered classroom. Learning strategies are described in detail and illustrated with student samples that demonstrate firsthand how portfolios can assist students in reflective self-evaluation.

This monograph is a companion piece to "Teaching and Learning in Honors." The authors in this monograph are dedicated to exploring the sometimes magical, sometimes ordinary, sometimes rewarding, sometimes challenging connections between good teaching and deep, lasting learning. Questions regarding students' learning, pedagogical strategies, distinguishing factors of advanced learning, and the nurturing of students and teachers in stepped-up programs underlie the issues, approaches, and shared resources in this volume. Following an introduction, this volume is divided into five parts. Part I, Crossing Boundaries, Integration, and Dialogic Learning, includes the following chapters: (1) Pre-College Experiences and Characteristics of Gifted Students (Anne Rinn); (2) Toward a Model of Integrative Learning: The Place of Science in an Honors Curriculum (Judith Ramaley); (3) Engagement in Learning, Liberal Education, and Honors (Bernice Braid); and (4) Dialogue, Politics, and Pedagogy: Lessons from Democracy Lab (Jim Knauer). Part II, Understanding Talented Students and Teachers, includes the following chapters: (5) Motivational Issues in the Education of Academically Talented College Students (Larry Clark); (6) Six Habits of Highly Inspiring Honours Teachers (Marca V.C. Wolfensberger); and (7) The Teaching and Learning Fishbowl (John Zubizarreta). Part III, Pedagogy: Practices and Issues, includes the following chapters: (8) The Learning Portfolio for Improvement and Assessment of Significant Student Learning (John Zubizarreta); (9) Promoting Critical Thinking through Sequenced Activities (Barbara Millis); and (10) The Importance of Class Size in Teaching and Learning for Higher-Level Achievement (John Zubizarreta). Part IV, Exemplary Curricula for Significant Learning, includes the following chapters: (11) Using Sun-Science to Explore Connections between Science and the Humanities (Martin Brock); (12) The Science behind the Moon Hoax (Ron Wilhelm); (13) Teaching Disease: Utilizing Interdisciplinary Skills and Experiential Learning in an Honors Class (Tami Carmichael); and (14) Honors Curriculum Development in a Real World (Charlie Slavin and Chris Mares). Part V includes Resources on Teaching and Learning. Includes an about the authors section. (Individual chapters contain references.) [For "Teaching and Learning in Honors," see ED566727.].

The Digital Teaching Portfolio Handbook offers comprehensive information on preparing a teaching portfolio for a Web site or CD-ROM. This practical text not only demonstrates the process for developing a digital teaching portfolio, it also provides students with strategies and suggestions for creating an appealing package that is accessible to a diverse audience. The Digital Teaching Portfolio Handbook helps students understand the benefits of portfolios and how to use portfolios to enhance professional growth and success. This comprehensive guide is not only an essential learning tool but also a fabulous resource for students entering the teaching profession. When posted on the Web or burned on CD-ROM, digital portfolios provide easily accessible and professionally appealing representations of educators' work. But the process of producing a portfolio can be even more useful than the product. This text allows teachers to acquire skills while reflecting on their professional growth during development displaying pedagogical knowledge by using technological skills.