School Portfolio Development Academic Article uri icon

abstract

  • This article features a teacher knowledge approach to school portfolio development that was used with teachers on five campuses involved in a major national reform movement. The narrative method shows how teacher knowledge is made public and shared through school portfolio making. Particular emphasis is placed on the connections between and among reflection and action relating to individual, collective, and school change.

published proceedings

  • Journal of Teacher Education

author list (cited authors)

  • Craig, C. J.

citation count

  • 20

complete list of authors

  • Craig, Cheryl J

publication date

  • March 2003