School portfolio development

2010 ◽  
pp. 130-145
Author(s):  
Cheryl J Craig
Keyword(s):  
Portfolio Development ◽  
School Portfolio

School Portfolio Development

2003 ◽  
Vol 54 (2) ◽  
pp. 122-134 ◽  
Author(s):  
Cheryl J. Craig
Keyword(s):  
Portfolio Development ◽  
School Portfolio

TRANSITIONING FROM STUDENTS TO PROFESSIONALS: USING A WRITING ACROSS THE CURRICULUM MODEL TO SCAFFOLD PORTFOLIO DEVELOPMENT

2007 ◽  
Vol 43 (1) ◽  
pp. 46-58 ◽  
Author(s):  
Lori Elliott ◽  
Nancy Lee Daily ◽  
Lori Fredricks ◽  
Meadow Sherrill Graham
Keyword(s):  
Writing Across The Curriculum ◽  
Curriculum Model ◽  
Portfolio Development

scholarly journals Work Process of Bring Your Own Device to Support Green Computing

2018 ◽  
Vol 11 (1) ◽  
pp. 137
Author(s):  
Mohd Yusri Jusoh ◽  
Haryani Haron ◽  
Jasber Kaur
Keyword(s):  
Public Sector ◽  
Green Computing ◽  
Bring Your Own Device ◽  
End User ◽  
Work Process ◽  
New Approach ◽  
Work Activities ◽  
Portfolio Development ◽  
Role Of It

Bring Your Own Device (BYOD) is a new approach to optimize the use of Information Technology (IT) devices to carry out their work task. The study of BYOD is focused on work activities that perform by IT worker using IT device in public sector. Work activities can provide important insights into IT device portfolio development, end-user segmentation process and the role of IT workers in public sector. The propose of this study is to explore work process of bringing your own devices to support green computing. A conceptual framework of BYOD work process in public sector through integration of IT devices and end-user segmentation to support green computing was developed based on systematic literature review to highlight the implementation of BYOD. This framework considers that work activities based on IT worker, IT device portfolio and end-user segmentation are the main key for public sector to support green computing. This framework is an initial research for researchers and practitioners to further examine BYOD practices in public sector. In addition, to highlight an important gap, this paper explains how different work activities using different IT device influence the IT worker to select the suitable IT device for BYOD that support green computing.

Issues surrounding professional portfolio development for nurses

2004 ◽  
Vol 13 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Susan J Bowers ◽  
Annette M Jinks
Keyword(s):  
Portfolio Development

Context and Perspective: Implications for Assessment in Education

2014 ◽  
Vol 116 (11) ◽  
pp. 1-18
Author(s):  
Edmund W. Gordon ◽  
Emily B. Campbell
Keyword(s):  
Formative Assessment ◽  
Human Performance ◽  
Digital Technologies ◽  
Multiple Forms ◽  
Relational Analysis ◽  
Factors Influencing ◽  
Portfolio Development ◽  
Personal Perceptions ◽  
Explicit Recognition ◽  
Background Context

Background/Context This article is a piece of analytic and descriptive commentary based on the work of the Gordon Commission on the Future of Assessment of Education. Purpose The purpose of this essay is to advocate for greater attention given to the correlates of human performance in educational measurement. The authors argue the importance of attribution, context, and perspective as factors influencing human performance. Research Design The essay is primarily analytic and historical with respect to the conceptualizations that should guide the contextualization of assessment in education. Conclusions (a) Greater respect for and sensitivity to the fact that adaptive behavior is a function of the integration of affective, cognitive, and situative processes operating in conscious organisms functioning in context. (b) Importance of systems of assessment that produce multiple forms of data that should be combined in different constellations for specific purposes. (c) Explicit recognition that decontextualized and situated probes are in fact distortions and the data from such probes cannot legitimately be used for definitive judgment. (d) Emerging electronic digital technologies may provide opportunities for effective assessments of contexts, as well as assessments of adaptive behaviors in context. (e) The documentation of personal attributions and personal perceptions are problematic, though such data are important and must be subjected to systematicity in programs of assessment in education. (f) Formative assessment, portfolio development, and relational analysis.

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