Ellen H. Bacon

Using Portfolios for Individual Learning and Assessment.

Portfolio assessment is a method of teacher evaluation that is consistent with a professional rather than a technical view of teaching and is particularly suited for graduate programs in behavior disorders. Portfolios can help graduate students document their skills in a wide range of areas and allow for individuality and creativity. At Western Carolina University, a portfolio model of evaluation is being used to evaluate teachers in a graduate program in behavior disorders. In this paper, we summarize the process for developing a portfolio model of evaluation, describe portfolio procedures, and discuss their advantages and disadvantages.

Using Negative Consequences Effectively

School-wide and classroom intervention procedures for managing inappropriate behavior are reviewed.

Beyond the Herring Sandwich Phenomenon A Holistic Constructivist Approach to Teacher Education

This article explains how key principles of holistic constructivism were used to revise a graduate teacher education program and develop a portfolio model of evaluation. The program is built around individualized portfolios, applied projects, collaborative work, student evaluation, and professional presentation of student work. Three students in the program discuss how the principles of the revised program and the portfolio process affected their education and their teaching. The authors present strategies for helping teacher education students create innovative educational programs in their schools.

Bringing Therapeutic Wilderness-Program Ideas into the Classroom

This article discusses a wilderness camp program for children with social and behavioral problems and provides a detailed approach for applying the program ideas in a public school setting.

When Field-Based Training Is Not an Option: Teaching Methods for Preservice Teachers of Students with Behavior Disorders.

Preservice training programs in rural areas are frequently limited in the use of field-based training options for training teachers to work with students with behavior disorders. Some of the limitations students encounter as a result are discussed, followed by specific college teaching techniques designed to assist students in developing the competencies needed to begin student teaching. The article describes the use of case studies, role playing, computer simulations, videotapes, and learning packets rather than “hands-on” experience.