Professional Portfolios: An Alternative Perspective on the Preparation of Teachers of Students with Behavioral Disorders

Andres T.E. , & Barnes S. (1990). Assessment of teaching. In Houston W. R. (Ed.), Handbook of research on teacher education (pp. 569–598). Columbus, OH: Macmillan.

Bacon E. , & Bloom L. (1994). “dont ratl the kiDS”. Journal of Emotional and Behavior problems. 3(1), 8–11.

Brendtro L.K. , Brokenleg M. , & Van Bockern S. (1990). Reclaiming youth at risk: Our hope for the future, Bloomington, IN: National Education Service.

Brownell M.T. , & Smith S. W. (1992). Attrition/retention of special education teachers: Critique of current research and recommendation for retention efforts. Teacher Education and Special Education, 15(4), 229–248.

Bullock L.M. , Ellis L.L. , & Wilson M.J. (1994). Knowledge/Skills needed by teachers who work with students with severe emotional/behavior disorders: A revisitation. Behavioral Disorders, 19(2), 108–124.

Cobb H.B. , Elliot R. , Powers A.R. , & Voltz D. (1989). Generic versus categorical special education teacher preparation. Teacher Education and Special Education, 12(1–2), 19–26.

Collins A. (1990). Novices, experts, veterans, and masters: The role of content and pedagogical knowledge in evaluating teaching. (ERIC Document Reproduction Service No. ED 319 815)

The Council for Exceptional Children [CEC]. (1993). CEC policy on inclusive schools and community settings. Reston, VA: Author.

Elliot R. , Cobb H.B. , Powers A.R. , & Voltz D. (1991). Generic teacher preparation: Has the issue been resolved? Teacher Education and Special Education, 14(2), 140–143.

Fullan M.G. (1993). Why teachers must become change agents. Educational Leadership, 50, 612–617.

Gable R. A. , Young C.C. , & Hendrickson J.M. (1987). The content of special education teacher preparation programs: Are we headed in the right direction? Teacher Education Special Education, 10, 135–139.

Goodlad J. L. (1991). Why we need a complete redesign of teacher education. Educational Leadership, 49(3), 4–7.

Kauffman J.M. (1994). Places of change: Special education's power and identity in an era of educational reform. Journal of Learning Disabilities, 27(10), 612–618.

Kauffman J.M. , & Wong K.L.H. (1991). Effective teachers of students with behavioral disorders: Are generic teaching skills enough? Behavioral Disorders, 16(3), 225–237.

Knitzer J. , Steinberg Z. , & Fleisch B. (1990). At the school house door: An examination of programs and policies for children with behavioral and emotional problems. New York: Bank Street College of Education.

Lamme L.L. , & Hysmith C. (1991). One school's adventure into portfolio assessment. Language Arts, 68(8), 629–640.

Lawrenson G. , & McKinnon A. J. (1982). A survey of classroom teachers of the emotionally disturbed: Attrition and burnout factors. Behavioral Disorders, 8, 41–49.

Maeroff G. (1988). The empowerment of teachers: Overcoming the crisis in confidence, New York: Teachers College Press.

McManus M.E. , & Kauffman J.M. (1991). Working conditions of teachers of students with behavioral disorders: A national survey. Behavioral Disorders, 16(4), 247–259.

Mills R. P. (1989). Portfolios capture a rich array of student performance. The School Administrator, 46(11), 8–11.

National Agenda for Achieving Better Results for Children and Youth with Serious Emotional Disturbance. (1994). Washington, DC: U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Programs.

Nichols P. (1991). Through the classroom door: What teachers and students need. Mountain Plains Information Bulletin, Mountain Plains Regional Resource Center.

The Peacock Hill Working Group. (1991). Problems and promises in special education and related services for children and youth with emotional or behavioral disorders. Behavioral Disorders, 16(4), 299–313.

Paulson L. , Paulson R. , & Meyer C. (1991). What makes a portfolio a portfolio. Educational Leadership. 48, 60–65.

Pullis M. (1992). An analysis of the occupational stress of teachers of the behaviorally disordered: Sources, effects, and strategies for coping. Behavioral Disorders, 17(3), 191–201.

Putnam M. L. , & Habanek D. V. (1993). A national survey of certification requirements for teachers of students with mild handicaps: States of confusion. Teacher Education and Special Education 16(2), 155–160.

Poplin M.S. (1991). The destructive side of “effective methods.” Unpublished manuscript, Claremont Graduate School, Claremont, CA.

Secondary Perspectives. (1990). Portfolios illuminate the path for dynamic, interactive readers. Journal of Reading, 33(8), 644–647.

Shulman L.S. (1988). A union of insufficiencies: Strategies for teacher assessment in a period of educational reform. Educational Leadership, 46(3), 36–40.

Steinberg Z. , & Knitzer J. (1992). Classroom for emotionally and behaviorally disturbed students: Facing the challenge. Behavioral Disorders, 17, 145–156.

Watkins B. (1990). New technique tested to evaluate college teaching. The Chronicle of Higher Education, 36(35), 15–17.

Wolf D.P. (1989). Portfolio assessment: Sampling student work. Educational Leadership, 46(7), 35–39.

Young C.C. , Cable R.A. , & Hendrickson J.M. (1989). An ecological perspective to training teachers of the behaviorally disordered: Where are we now? Behavioral Disorders, 15(1), 16–20.

Zabel R.H. (1988). Preparation of teachers for behaviorally disordered students: A review of literature. Handbook of Special Education: Research and Practice (Vol. 2). Elmsford, NY: Pergamon Press.

Zabel R.H. , & Zabel M.K. (1982). Factors involved in burnout among teachers of exceptional children. Exceptional Children, 49, 261–263.