Tuesday, August 30, 2005

Bibliografia estrangeira

Barton, J. & Collins, A. (1997). Portfolio assessment:a handbook for educators. Parsippany: Dale Seymour Publications.

Bird, T. (1990). The schoolteacher’s portfolio: an essay on possibilities. In J. Millman & L. Darling-Hammond (Eds.), The new handbook of.teacher evaluation: assessing elementary and secundary school teachers (pp. 241-256), California: Sage Publications.

Borko, H.; Michalec, P.; Timmons, M. & Siddle, J. (1997). Studant teaching portfolios: a tool for promoting reflective practice. Journal of Teacher Education, 48 (5), 345-357.

Cole, D.; Ryan, C.; Kick, F. & Mathies, B. (2000). Portfolios across the curriculum and beyond. Thousand Oaks: Corwin Press, Inc.

De Fina, A. (1992). Portfolio assessment – getting started. New York : Schoolastic Professional Books.

Doolittle, P. (1994). Teacher portfolio assessement. ERIC/AE Digest. Extraído da internet em http://www.ericae.net/db/edo/ED385608.htm.

Epstein, A. (2004). The portfolio process. Pearson Education Inc. Extraído da Internet em http://www.teachervision.fen.com/lesson-plans/lesson-20153.html?wtlAC=GS050401,email-h&detoured=1

Hebert, E. (1998). Lessons learned about studant portfolios. Educational Leadership, April, 583-585.

Hebert, E. (2001). The power of portfolios: what children can teach us about learning and assessment. San Francisco: John Wiley & Sons, Inc.

Lyons, N. (1998a). Portfolios and their consequences: developing as a reflective practitioner. In N. Lyons (Ed.), With portfolio in hand – validating the new teacher professionalism (pp. 247-264). New York: Teachers College Press.

Lyons, N. (1998b). Constructing narratives for understanding: using portfolio interviews to sacaffold teacher reflection. In N. Lyons (Ed.), With portfolio in hand – validating the new teacher professionalism (pp. 103-119). New York: Teachers College Press.

Mabry, L. (1999). Portfolio plus: a critical guide to alternative assessment. Thousand Oaks: Corwin Press, Inc.

Paris, S. & Ayres, L. (1999). Becoming reflective students and teachers whit portfolios and authentic assessment. Washington: American Psychological Association.

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