Portfolio Implementation Research Articles

In Science and Maths Education, the Portfolio Implementations of Prospective Preschool Teachers

Although the use of portfolio in the curriculum of teacher training and evaluation process is a common method, in recent years, it is a new trend in Turkey. The purpose of this study is to display the effectiveness of portfolio implementations and evaluations on the improvement of the teaching skills of prospective preschool teachers and set forth an approach on using portfolio not only as an assessment tool based on constructivist approach but also as a teaching tool in the process of science and math education in preschool education. In this study, collaborative action research is applied with a group of volunteer preschool teachers who worked with a university professor and staff development officer. The document examination and observation methods of qualitative research were employed in this study. The study was conducted with second grade prospective preschool teachers (n=49). For this study, prospective teachers were asked to design two original experiments and materials for science and math education for children at the age of 4-6, to perform these experiments by them and children in a period of 14 weeks; and to perform these experiments at home and kindergarten in compliance with the target achievements. The experiments designed by prospective teachers were discussed with other prospective teachers in terms of being safe, economic and practicable. The experiments were performed by prospective teachers for two times; first at home and kindergarten, then at science classes. After the process of experiments and the applications of materials, the feedback obtained from children were re-evaluated by prospective teachers. Finally, the prospective teachers were asked to prepare portfolio involving their self-assessment regarding each step of the implementation process. As a result of this study, under the lights of portfolio implementations and evaluations, the improvement of the teaching skills of the preschool teachers was observed in terms of being reflective practitioners, making progress on school wide priorities and building professional culture. Finally, an approach was set forth towards the use of portfolio in the process of teacher training which paves the way for the usability of cognitive life skills at the highest level for teachers and suggestions were made.

METHODOLOGICAL BASES OF THE OPTIMIZATION OF ORGANIZATIONAL MANAGEMENT STRUCTURE AT IMPLEMENTING THE MAJOR CONSTRUCTION ENTERPRISE STRATEGY

Planning and implementation of innovations on the microlevel of management and on the higher levels is a process of innovative projects portfolio implementation. Project management is aimed at some goal; therefore, defining the mission and aims of implementation is of primary importance. These are the part of the notion of development strategy of an enterprise. Creating a strategy for big construction holding companies is complicated by the necessity to account for different factors effecting each business-block and subsidiary companies. The authors specify an algorithm of development and implementation of the activity strategy of a big construction enterprise. A special importance of the correspondence of organizational management structure to the implemented strategy is shown. The innovative character of organizational structure change is justified. The authors offer methods to optimize the organizational management structure based on communication approach with the use of the elements graph theory. The offered methodological provisions are tested on the example of the Russian JSC “RZhDstroy”.

The Contribution of Portfolios to Professional Development in TESOL: An Investigation into Teachers’ Beliefs and Attitudes

Abstract This article explores teachers’ beliefs and attitudes in relation to the implementation of portfolios and their contribution to professional development in Malta. Based on the results of a mixed methods study, the article demonstrates that in order for the implementation of a portfolio system to cultivate professional development teachers’ beliefs and attitudes need to be adequately examined. Through an investigation of such beliefs and attitudes, this study highlighted a number of issues that need to be considered in order to maximize the benefits of portfolios. Such research is necessary because it provides an opportunity to foreground teacher agency with respect to effective portfolio implementation and use.

Use of discrete model of the states for determination of workload of the head of the project portfolio

From the effective work of the portfolio manager in organizations depends on the strategic goals of the organization. On the basis of the standard of portfolio management of USA Project Management Institute it is studied the processes of portfolio management using Markov chains for discrete states of the system. Processes in which the portfolio manager is busy most of the time are identified using the model of states, and on the example of supply and demand management of portfolio resources shows that if automate the process of appointment/release of the resources in projects of the organization, it gives free time for manager of the portfolio, and he will be able to pay more time to other processes of project portfolio management. This, in turn, will increase the likelihood of successfully achieving the strategic goals of the company through the timely implementation of the projects portfolio. The model of discrete states helps enterprises to solve management issues of optimum workload of the portfolio manager by involving the experts for help in specific subject areas and/or automation of certain processes.

The Supplementary Education Teacher’s Portfolio: Essence, Functions, Structure and Design Principles

The article discloses the contradictions, which define the necessity and possibility to use teacher’s portfolio in the system of children’s supplementary education. It gives the author’s interpretation of the concept «supplementary education teacher’s portfolio», defines objectives, the portfolio functions and the principles of its design. The article offers the author’s structure of the supplementary education teacher’s portfolio, which reflects the main directions of the teacher’s professional activities, allows demonstrating the achievements and the results of these activities. The authors describe the alternatives to use the portfolio in supplementary education. The article reveals the risks of portfolio implementation in the institutions of supplementary education. Practical recommendations for the teacher’s portfolio development given in the article are practice–oriented. The article addresses the administration and the teachers of the children’s supplementary education institutions, the lecturers of the teacher’s training colleges, who train future teachers of the supplementary education as well as the educators of the extended education within the process of the professional skills improvement for supplementary education teachers. DOI: 10.5901/mjss.2015.v6n2s3p84

Patterns of stove use in the context of fuel-device stacking: rationale and implications.

The implementation of clean fuel and stove programs that achieve sustained use and tangible health, environmental, and social benefits to the target populations remains a key challenge. Realization of these benefits has proven elusive because even when the promoted fuels-stoves are used in the long term they are often combined (i.e., "stacked") with the traditional ones to fulfill all household needs originally met with open fires. This paper reviews the rationale for stacking in terms of the roles of end uses, cooking tasks, livelihood strategies, and the main patterns of use resulting from them. It uses evidence from case studies in different countries and from a 1-year-long field study conducted in 100 homes in three villages of Central Mexico; outlining key implications for household fuel savings, energy use, and health. We argue for the implementation of portfolios of clean fuels, devices and improved practices tailored to local needs to broaden the use niches that stove programs can cover and to reduce residual open fire use. This allows to integrate stacking into diagnosis tools, program monitoring, evaluation schemes, and implementation strategies and establish critical actions that researchers and project planners can consider when faced with actual or potential fuel-device stacking.

Alinhamento dos projetos de TI aos modelos de negócio das organizações

A necessidade de alinhar objetivos e estratégias da organização à execução dos portfólios, programas e projetos não é uma tarefa trivial. Muitas vezes, os projetos de TI são entregues com tecnologia revolucionária, no entanto, não em aderência plena às necessidades do negócio. O modelo de negócio (MN) pode ser visto como ferramenta conceitual essencial para capturar, compartilhar e criar uma visão comum do modelo da organização. O presente estudo buscou identificar o nível de maturidade do alinhamento dos projetos de tecnologia da informação (TI) aos modelos de negócio nas organizações no Brasil. Para tanto, foi realizada uma pesquisa exploratório-descritiva de natureza quantitativa com utilização do método levantamento de campo (survey). Responderam ao questionário 327 profissionais atuantes em projetos de TI de fevereiro a abril de 2012. Foram aplicadas técnicas estatísticas descritivas e univariadas, como a distribuição das frequências percentuais, além da análise multivariada, especificamente a técnica exploratória de Análise de Componentes Principais para Dados Categóricos (CATPCA). Em resposta ao objetivo principal desta pesquisa, obteve-se um escore de 3,42, classificado como nível de maturidade '3-estabilizado/ focado', isto indica o início da utilização da TI de forma estratégica nos negócios. A análise dos resultados também demonstrou que a formalização de uma sistemática de gestão de projetos de TI é um processo em solidificação crescente dentro das organizações, a estrutura organizacional funcional ainda é a mais praticada, embora a estrutura 'projetizada' tenha conquistado seu espaço, apresentando-se na segunda posição. O escritório de projetos lidera como sendo a área que seleciona, prioriza e monitora projetos. Por meio de testes de hipóteses, verificou-se que o escritório de projetos e a estrutura organizacional 'projetizada' são aspectos positivos e significativos no alinhamento dos projetos de TI aos modelos de negócios.

Implementation of a Professional Portfolio: A Tool to Demonstrate Professional Development for Advanced Practice

The literature has a gap related to professional development for APRNs. In the United States, many health care organizations use clinical advancement programs for registered nurses, but APRNs are not often included in these programs. If APRNs are included, advancement opportunities are very limited. At CMC, implementation of a professional portfolio resulted in increased satisfaction among APPs regarding their ability to showcase professional growth and expertise, as well as the uniqueness of their advanced practice. Use of the professional portfolio led to improved recognition by APS and organizational leaders of APP performance excellence during the annual performance evaluation, as well as improved recognition among APP colleagues in terms of nominations for honors and awards.

Combining Value and Momentum

This paper considers several popular portfolio implementation techniques that maximize exposure to value and/or momentum stocks while taking into account transaction costs. Our analysis of long-only strategies illustrates how a strategy that simultaneously incorporates both value and momentum outperforms a strategy that combines pure-play value and momentum portfolios that are formed independently. There are two advantages of the simultaneous strategy. The first is the reduction in transaction costs; the second is better utilization of unfavorable value and momentum information in a long-only portfolio. Our analysis also addresses the optimal way to combine the faster-moving momentum signal with the slower-moving value signal.

An Equity Portfolio Framework for CombiningActive Management and Index-Based Implementation

The proliferation of liquid, transparent, and inexpensive index-based implementation means that nearly all types of investors, individual and institutional, face a persistent portfolio implementation question regarding the allocation between active managers and index-based strategies. Placing active risk from active fund management in the same framework of uncertainty that asset allocators utilize for other portfolio decisions brings to the active versus passive debate a surprising and enlightening answer that does not match typical discourse on the matter. Instead of a binary, “all or none” answer, reasonable (and even optimistic or pessimistic) expectations for active management imply a balanced implementation approach. Only extreme assumptions (e.g., very positive or negative levels of active return, very short or long time horizons) indicate a binary choice. <b>TOPICS:</b>Mutual funds/passive investing/indexing, portfolio construction, equity portfolio management

OI0231 Introduction of an ePortfolio into oral medicine training

The aim of this action research project was to facilitate the successful implementation of an electronic portfolio (ePortfolio) into oral medicine training within the British Isles. The objectives were (1) to garner a consensus of opinion from trainees about the proposed ePortfolio, (2) to facilitate the adaption of an existing surgical ePortfolio to produce an oral medicine ePortfolio, and (3) to have the participants in the trainee focus group demonstrate reflective practice and deeper learning.

ETFs within Institutional Managed Portfolios: A Review of the Latest Uses and Trends

As beta strategies play an increasingly important role in the design and implementation of investment portfolios, Exchange-traded funds (ETFs) continue to gain traction within institutional fund management. This growth has been driven in recent years by an increased focus on cost, risk management, and the benefits of diversification. A series of recent surveys by Greenwich Associates reported that ETFs are now used by 18% of institutional funds, up from 14% in 2012. Greenwich also found that this usage was “significantly higher” among the largest and most innovative investors. For example, almost a quarter of corporate and public pension funds with more than $5 billion in assets under management used ETFs. Looking forward, the growth in institutional ETF investing is expected to continue with 50% of the surveyed U.S. institutions indicating they expect to increase allocations to ETFs this year. In this article, the authors review the latest trends in both tactical and strategic applications of ETFs in institutional managed portfolios.

Reducing Risk Rather than Trying to Beat the Market: A New Look at Optimal Portfolios under the Mean-Variance Model

While much of the equity investment management industry is focused on achieving returns superior to that of the overall market, widespread studies have shown that this is both difficult to do consistently and that the achievable gains have low economic significance (fund returns show low dispersion about the mean). In this investigation, we look at another aspect of “beating the market” – whether or not it is possible to achieve the same market gains, but with lower volatility. We first investigate the performance of portfolios formed from a number of weighting schemes, including commonly used weights as well as weights suggested by a risk-parity approach (as suggested by Asness, Frazzini, and Pedersen (2012)). We then look at the empirical performance of both unconstrained and long-only Global Minimum Variance Portfolios. Further, we develop an optimization algorithm to calculate low-volatility portfolios in an iterative fashion. Finally, as an extension, for a selection of portfolios that empirically dominate the market portfolio in a mean-variance sense (in a theoretical environment), we investigate their real-world performance taking into account various real-world frictions.We find that, in a frictionless environment, there are a number of portfolios formed from simple weighting schemes that show both higher mean return and lower volatility than the market portfolio in the test period (1930 to 2010). The optimization algorithm that is proposed is successful (empirically) in generating portfolios with much lower volatility than the initial portfolios it is given (with only a lesser decline in mean return). The real-world performance analysis accounting for market frictions suggests that, prior to 2002, high transaction costs prevent desirable properties of portfolios that dominate the market portfolio from being realized. However, lower trading costs (due to decimalization, etc.) since then allows the practical implementation of portfolios that achieve market returns with lower volatility.

The development of media-driven clinical skills through using the ‘e-skills portfolio’

Background: The‘e-skills portfolio’ has been developed to give students the opportunity to engage in a creative approach to learning the distinctive core skills of: electrotherapy, manual therapy and therapeutic exercise. This paper aims to review the development and implementation of this e-skills portfolio within a pre-registration MSc physiotherapy programme. Content: Students work in small groups, and capture (through film or images) practice of clinical skills through simulation in the university setting. The analysis of the e-skills portfolio involved a pluralistic approach to: analysing data collected from two student discussion groups (n=21); reviewing submitted portfolio content; and teaching team reflections. Findings were then coded, and the emergent themes identified. Emergent themes from the data included assessment of skills and feedback, reflective practice, employment, continuing professional development through peer and self-coaching, and resource access. Conclusions: Engagement in compiling the e-skills portfolio appears to promote students' continuing professional development through a critical process of peer- and self-coaching and deliberate practice. This practice of using the e-skills portfolio is based within an adapted action research model, and appropriate learning support, particularly in IT, is a crucial element in this process.

E-portfolios supporting primary students' writing performance and peer feedback

E-portfolios show great promise for supporting students' writing performance and facilitating peer feedback, but empirical research of their use in primary education is limited. To address this gap, a yearlong study was conducted in a 4th grade primary class in Cyprus implementing e-portfolios (n = 20) to help students document their progress and send feedback to peers. A generic, open source weblog tool localized into Greek was used as an e-portfolio tool. Data sources included 176 student-essays, 1306 instances of peer feedback, students pre- and post-tests on writing performance, nine videotaped student interviews and one teacher interview. A paired samples t-test analysis showed that there was a statistically significant difference between students' pre-test (M = 62.6, SD = 9.82, n = 20) and post-test (M = 76.5, SD = 12.6, n = 20) on writing performance (t (19) = −8.03, p < .01). A repeated measures analysis of variance on e-portfolio artifacts showed that there were learning gains with respect to students' writing performance over time [F(4.01, 76.25) = 31.59, p < .01, η2 = 0.89]. A qualitative analysis of students' comments showed that students provided more thorough peer feedback over time and became gradually more capable of providing corrective feedback. The qualitative analysis of student interviews provided evidence that students valued peer feedback in their portfolios. The analysis of the teacher interview showed that average and high-ability students benefited the most from peer feedback. This study provided evidence that e-portfolios can support the development of students' writing performance and peer feedback skills in the context of primary school essay writing. Instructional implications for portfolio implementation are offered.

ANALYSIS OF RISKS OF PORTFOLIO OF THE ENERGY INDUSTRY

The article concerns the application of the method of assessment of risks typical for projects and portfolios of the energy industry. The main objective of the study is to identify risks groups for further development of the methods for the prevention of risks and their consequences. In the article we discuss the results of the qualitative analysis of groups of risks, affecting the planning and implementation of portfolios in the energy industry, in order to use them further for the quantitative analysis of the risks groups. The presented method provides important information, using conventional mathematical and statistical tools for the analysis of risks groups of portfolios in the energy industry. The method was proposed to provide timely and quality decision-making of a portfolio manager. We propose to use the method of assessement of risks groups of portfolios to find consistency on the basis of different opinions of scientists, workers and managers of portfolios in the energy industry. The research results can be used by experts, planning and implementing portfolios in the energy industry.

Implementation of Portfolio Assessment of Student Competence in Two Dental School Populations

The purpose of this article is to describe the process and procedures involved in the implementation of portfolio assessment at two dental schools. Portfolios can be defined as a purposeful collection of student work that involves reflection in which students identify gaps in their knowledge and abilities and develop strategies for correcting those gaps. Framed within the current context of dental education and the calls for change in the ways dental students are taught and assessed, these two dental schools embarked upon an assessment strategy aimed at engaging students in self-directed learning and self-assessment. Where one school chose the implementation of programmatic portfolios based on all program competencies, the other school implemented portfolio assessment around specific program competencies not typically captured easily with traditional assessment measures such as ethics and ethical decision making. In a competency-based dental curriculum in which competence has been defined as the ability to accurately self-assess, it makes sense that strategies aimed at developing the skill of self-assessment should be the goal of every dental education program.

E-teaching Portfolio Implementation using Mahara Open Source Management System

Teaching portfolio has been widely used in higher education as a useful management tool for monitoring and improving teaching and learning process among academicians. The usage of portfolio methods to document professional development in teaching is well known by all. However, despite its proliferation, this issue is still dogged among academicians. Time pressure, data are not integrated and not easily accessible as well as paper-based portfolio seems to be the critical factors why teaching portfolio may become a burden for any academicians. E- teaching portfolio allows all academicians to be involved in the community over network technologies with the capability to store various types of media. E-Teaching Portfolio helps in preparing evidence in supporting teaching and learning processes, as a reflective tool in enhancing their capabilities and as a way in supporting their self- assessment review. Therefore, the aim of this paper is to create a basic understanding of e-teaching portfolio in higher education prior to replace the paper-based portfolio. An action research methodology was adapted consisting of four important phases diagnosing, planning action, taking action and evaluating action. A sample prototype was created using an open-source management tool, Mahara. Mahara is a fully featured open source electronic portfolio, which was developed in 2006 by the New Zealand e-Portfolio Project funded by the NZ Tertiary Education Commission. Mahara platform was chosen in compiling and integrating all files and academician's portfolios. Furthermore, this paper will deliberate discuss the implementation of an e-teaching portfolio using the Mahara platform to support teaching and learning.

Evaluation of an eportfolio for the assessment of clinical competence in a baccalaureate nursing program

This paper reports a study undertaken to evaluate the implementation of an electronic portfolio (eportfolio) tool for the assessment of clinical competence in a Bachelor of Science in Nursing program. Baccalaureate nursing programs increasingly use information and communications technologies to support student learning, assess and record progress. Portfolio based practice assessment and electronic portfolios represent growing trends to enhance learning via student reflection and self-identification of further learning needs. Using an action-research process, a mixed-methods evaluation strategy explored the efficacy of the eportfolio in its second year of use. Website tracking analytics and descriptive statistics were used to explore trends in eportfolio usage. Instructor and student surveys and focus groups were carried out at the end of the second year. Instructors valued the eportfolios convenience, improved transparency, an improved ability to track student progress, enhanced theory-practice links, and the competency based assessment framework. Students valued accessibility and convenience, but expressed concerns over assessment data openness and processes for standardization. Both groups felt that the eportfolio navigation required simplification. Electronic portfolios represent a technological evolution from paper-based clinical assessment systems. Although there appear to be many student and instructor advantages in using eportfolios, to maximize successful implementation, clinical teachers require additional training in this new pedagogic approach. Strategies to assist an institutional culture shift towards more transparent assessment processes may also need consideration.

PORTFOLIOS IN ENVIRONMENTAL EDUCATION: THE TEPEE PROJECT

Teaching and assessment in Environmental Education (EE) is rather complex because it needs to address the learners’ ability to ask questions, solve problems, and develop positive values. Portfolio assessment is a holistic way to evaluate the growth and development of skills and values in EE by providing a cumulative record of work carried out by students in a variety of contexts and allowing students to reflect on the process of how their views and values change. The main aim of this paper was to discuss the process of the development and implementation of a European Portfolio for Environmental Education by TEPEE (Towards a European Portfolio for Environmental Education) Network, within seven European countries. The paper narrates the development and implementation of EPEE through the eyes of the TEPEE scientific committee coming from the seven partner countries. Their views about the advantages and disadvantages of the use of portfolios within the context of EE were collected by means of questionnaires using open-ended questions. The results of the study suggest that the main advantage of using portfolio assessment is that it provides a holistic picture of the learning and growth of students in different contexts and situations. The major asset was the enthusiasm and motivation it raised among the teachers using it. The major difficulty was trying to change the assessment culture of teachers who were used to more traditional forms of assessment. Key words: environmental education, education for sustainable development, portfolio assessment, learning and assessment in environmental education.