ClII'riCIIIlI/II Perspectives Vol. 22 No.

I April 20U2

Tracing the Evolution of Portfolios

A Case Study

Laurie Brady

Introduction of Education and Training, 1999), by 2000 many

schools were in their first or second year of
From the early to mid-1990s, two trends have
portfolio implementation.
shaped the practice of assessment and reporting in
Australian schools. The first is the emphasis on This article reports a case study of portfolio
outcomes, or overt, demonstrable benchmarks of implementation in one NSW primary school in its
student achievement, as a means of demonstrating third year of portfolio development. As a case study
individual and system accountability. The second is was conducted one year earlier (2000) in the same
the authentic assessment movement, previously school, the purpose of the reported study was to
dubbed 'alternative assessment,' arguably a reaction trace the evolution of portfolios. On the basis of a
to the testing tradition in assessment, and with an survey of 64 schools conducted just prior to the first
emphasis on performance assessment and situated case study, it was suggested (Brady, 200 I) that the
assessment (tasks assessed as students work in case study school was prototypal.
natural classroom contexts). While a case study may yield rich findings
Both trends found perfect expression in the beyond the intended framework of investigation,
portfolio as a tool for both assessment and there were several questions of particular concern:
reporting. The portfolio, essentially a strategic • Have there been changes in teacher perceptions
collection of student work, demonstrates student of the purpose of portfolios?
outcomes, particularly if an outcomes statement is • How are these perceptions of purpose evidenced
attached to the relevant work to denote the syllabus in desired or actual portfolio contents'!
outcome being achieved. It is also an ongoing
• Have there been changes in teacher perceptions
expression of student performance that may operate
of the desired and actual degree of student
as a meaningful individual learning narrative.
engagement (student self-assessment and
In New South Wales (NSW) portfolios have negotiation with teachers)?
been officially endorsed from the mid-1990s. In
• Have teacher perceptions of portfolio purpose
1996, Principles for Assessing and Reporting in
changed in terms of the intluence of outcomes
NSW Government Schools (NSW Department of
and accountability'!
School Education) provided a meagre two
paragraphs on portfolios, characterising them as 'an • How central are portfolios for teachers both in
eclectic mix of student work samples' and the assessment and planning process?
suggesting that they can be long-term or short-term
Literature
(a unit of work only). The 1997 Strategies for
Assessing and Reporting in Primary Schools (NSW There are many interpretations of the purpose of
Department of School Education) provided detailed portfolios in the literature, and these purposes are
examples of portfolios and information on their retlected in the advocacy of different portfolio
planning. While other NSW Department of types. Wolf's (1991, p.36) early definition of
Education and Training support material on portfolios as 'a depository of artefacts or
portfolios has targeted teachers (NSW Department assortment of documents that may include pencil

25
Laurie Brad"

and paper tests, classroom observations, tapes, book reports, word processing, computer software
artwork, poems or stories' and that require 'a programs, self-evaluations from checklists and
written reflection by the developer on the rating scales), the teacher, in making decisions,
significance or contributions of these artefacts', must answer several questions. Should portfolios
echoes the more recent American definitions that include material from all learning areas or 'basic
include ongoing student reflection as essential. Such skills' areas? Should rough drafts or only polished
a requirement is not present in the NSW Department work be included? Should portfolios include
of Education and Training (DET) definition: 'A accounts of out-of-school experiences? Should all
deliberate, strategic and specific collection of inclusions relate to the demonstration of outcomes?
student work or evidence of student work ... that To what extent should student self-reflection be
demonstrates that learning has occurred'. Nor is it incorporated?
present in Padghams (200 I) Australian definition,
This last question about self-reflection is
though reflective journals and peer- and self-
answered unequivocally in the American literature.
assessment are suggested as contents. Other
Student self-reflection is perceived as essential
definitions reflect the subject specific nature of
(Bailey & Gusky, 2001; Ellison, 2001; Smith,
portfolios. For instance, Brown's (2000, p.119)
2000), and so is teacher and student collaboration.
definition of a mathematics portfolio is 'a collection
Typically, Chen and Martin (2000) claim that
of student's work, often featuring problem solving
teachers and students should select work, reflect
projects, selected by the student or prescribed by the
upon it and share it with parents and peers: 'taken
teacher'.
together this team approach to children's
The notion of definition reflecting type is assessment, as opposed to more traditional forms of
illustrated by the different classifications of assessment, is one which presents a more authentic
portfolios. Benoit and Yang (1996) identify the assessment of a child's performance'. Vizyak
accountability portfolio and the instructional (1995), assessing two portfolios-a student-
portfolio. The former might be appropriate to managed and a teacher-student portfolio-allows
demonstrate student achievement in tests; the latter students to select a favourite piece from the teacher-
might be more suitable to demonstrate a more student portfolio bimonthly, and affixes a statement
holistic understanding of student achievement. providing reasons for the choice. While there are
Richter (1997) identi fies the working portfolio accounts of portfolio implementation, there are very
containing daily work, and the showcase portfolio few reported Australian cases; that of Padgham
containing best work. Valencia and Place( 1994) (200 I) is one.
identify four types:
There are also very few blueprints for tracing
• the showcase portfolio which includes the the evolution of portfolios. Paulson and Paulson's
student's best work; (1994) Oregon study produced four stages of
• the evaluation portfolio which includes portfolio growth: an off-track portfolio, an emerging
specified and marked work; portfolio, an on-track portfolio and an outstanding
• the documentation portfolio which contains portfolio. It is problematic though as to whether
student work systematically kept by the teacher such a rubric for evaluating portfolios applies in
but not marked; NSW where the portfolio may well serve a different
• the process portfolio which contains ongoing systemic purpose. For instance, a key factor in the
work and student self-reflection. Paulson and Paulson (1994) rubric is the increasing
The work of Hall and Hewitt-Gervais (2000, degree of student reflection and engagement. Such a
pp.227-228) further illustrates that the use of factor may arguably not be as defining if the
portfolios relates to a variety of factors. Their purpose is accountability.
survey of 314 Kindergarten to Year 5 teachers The reported case study traces the evolution of
found that teachers 'make deliberate decisions portfolios in one prototypal primary school in NSW,
regarding the instructional, learning and assessment focusing on teacher perception of portfolio purpose;
uses of their student's portfolios' and that 'these teacher perception of the desired and real contents
decisions appear to be heavily impacted by the of portfolios; teacher perception of the desired and
maturity or skill level of the child, the purposes of real amount of student 'engagement' in terms of
the application, and the classroom environment self-assessment and negotiation with teachers;
within which the application occurs'. teacher perception of the significance of outcomes
Such decisions have implications for the in informing portfolio use; and the impact of
content of portfolios. While the list of possible portfolios on assessment in particular and planning
inclusions is exhaustive (prose, poetry, summaries, in general.
journals, artwork, models, cassettes, videotapes,

26
 Tracing the Evolution ofPortfolios : A Case Study

Context The case study method was chosen as

particularly appropriate, for as Yin (1993, p.31)
The case school, while situated on Sydney's upper indicates, 'the contextual variables are so numerous
north shore, is socioeconomically diverse. There are
and rich that no experimental design can be
515 students in 18 regular classes, and 52 languages
applied'. The study had a number of purposes. First,
are represented. Single houses, unit dwelling a~d it was to illuminate variables and phenomena for
community housing support a range of ethnic
more intensive investigation; second, it was to
communities. The staff comprise a range of ages
explore various phenomena both to provide insi~hts
and teaching experience. At the time of the first
and to establish generalisations about the Wider
study in 2000, the school was in its second year of
school (system) population; and third, it was
portfolio implementation. considered valuable as a case in its own right.
Titled 'student progress folders', portfolios at
Data were collected from surveys, interviews
the case school are spiral bound in hard plastic
and document analysis. The purpose of the survey
covers and the work is enclosed in plastic
was to obtain data that might be used as a basis for
envelopes. They are introduced as an essential p~rt
interviews, and for triangulation in the data analysis.
of assessment and reporting procedures, to assist
The interviews observed a form typically associated
communication between parents and the school.
with case studies, that is, they were relatively
Each work sample is accompanied by an unstructured to enable teachers to be informants
outcomes sheet, and boxes relating to the more more than respondents.
precise indicators have to be ticked according to
Ten teachers and the principal were
whether the student is 'working towards',
interviewed, each for approximately 45 minutes.
'achieving' or 'achieving above'. For example, for
The teachers represented all school grades, as did
the early Stage 3 outcome for space, 'recognises,
the selection of portfolios examined.
visualises, describes, makes and represents three-
dimensional objects', the indicators are 'models 3D Data from the three sources were clustered in
solids from isometric drawings and photographs', themes, in such a way that the themes emerge from
and 'shows simple perspective in drawing'. the data rather than being imposed upon it (Miles &
Huberman, 1994). The final reduced data were
For Terms 1 and 3, there are five work samples
displayed on matrices with text in cells, so results
included in the portfolio. These are determined at
are reported by observing clusters/patterns.
the beginning of the term by teachers in the
Following is a reporting of these results.
respective stages and relate to reading, writing,
number, measurement and space. These entries are Findings
the basis of a parent-teacher interview. For Terms 2
and 4, corresponding with half-yearly and yearly Portfolios are perceived as accountability tools
reports, work samples are provided for each
While there was a mix of responses, the
learning area, though the principal encourages
predominant theme relating to portfolio purpose
integrated samples, for example, writing and
reflected that espoused in the school portfolio's
reading in maths, or art that shows language. The
introduction, that is, accountability to parents.
progress folder is sent home after each term, though
Typical comments included 'a great way for parents
in terms 2 and 4 it includes the child's report.
to see what students are doing', to show the parents
Method what is behind things in the report' and 'to
communicate with parents'. There were though a
Burns (1997) claims that 'case study' is a variety of responses indicating purpose for the
portmanteau term, but typically involves study ~f an students and teachers:
individual unit. In the study reported, the Unit or
To help children see how they're going ... to
'bounded system'( Burns, 1997; Stake, 1994) is the
show them their improve-ment. .. some
school. Burns (1997, p.364) further claims that the
children think they haven't learned.
bounded system should either be 'very
representative or extremely atypical'. As previously To show what students are able to do, what
indicated, the chosen school is considered very they're achieving ... and having some way of
typical. Its selection is an instance of purposive tracking their progress.
sampling. As Burns (1997, p.370) indicates, 'a The survey, which presented a number of
blueprint of attributes is constructed, and the items on purpose, confirmed the staff's
researcher locates a unit that matches the blueprint concurrence with the DET definition of portfolio
recipe'. purpose, that is, a strategic collection of student

27
Laurie Brady

work that demonstrates learning over time, and that be included. There was moderate support for the
indicates that syllabus outcomes have been inclusion of accounts of out-of-school experiences,
achieved. However, the lack of reference to completed assignments, merit certificates, and
outcomes in defining the purpose of portfolios was student journal entries. Teachers supported the
notable. inclusion of the school report in Terms 2 and 4 as 'it
A few staff were concerned about the gives more sustenance.'
limitations of the school portfolio. One teacher, Issues relating to portfolio contents are
claiming that portfolios were very helpful when intertwined with perceived purpose. One problem
talking to parents at interview, described their relating to both involved progression and
purpose as 'giving examples of some of the things integration. The issue of progression relates to a
that children do in class'. She argued that as perception of discontinuity in portfolios, or school
portfolios indicated a different outcome each term practice in relation to them. The following
'they don't show an ongoing assessment of one statements indicate a general concern with reporting
particular thing ... they don't show a progression of student achievement through the nomination of
learning'. Another teacher, supporting more select and discrete outcomes for each term:
portfolio inclusions, but with reduced docu-
Often we're looking at a particular outcome
mentation, and arguing for greater 'individual
or indicator and that is what is mentioned in
spontaneity' and classroom decision-making rather
the report to the parent in order to show we
than uniform policy, characterised the school's
believe in the accountability thing as well as
portfolio practice as 'very stifled, very contained,
the communication thing, to show them
very limited in scope, very restrictive, very lacking
what their child understands, but it depends
in student initiative, very minimalist'.
on the time in the term the work sample is
Despite the criticism, there was both general done.
acceptance of the need for a uniform school policy
on portfolios, and endorsement of the principal's I feel frustrated that all I'm doing is
structured approach of introducing portfolios to help assessing that shows they can or can't do a
establish for staff and parents 'what outcomes look particular thing, and putting it in there to
like'. prove to the parents ... we're not actually
talking about learning.
In terms of portfolio evolution, it was notable
that staff referred less to the primacy of outcomes in A few teachers supported integration in
defining purpose. In 2000, the link between the portfolio contents. The following is typical:
outcomes-based assessment regime and portfolios I really support putting things in that show
was often made explicit, and reference was often integrated learning ... writing and reading
made to the outcomes-based education mindset. As that show maths ... art that shows language.
means for the survey items relating the different I'd really support that.
purposes of portfolios (including that indicating
adherence to outcomes) were not markedly different Perception of portfolio contents has evolved
between the two studies, outcomes apparently dramatically. Since 2000, there has been a marked
remain important. The fact that they are referred to increase in support for inclusion of learning areas
less, may be explained by the fact that assessment other than English and maths, and substantial
within an outcomes framework is now assumed, just increase in support for other artefacts including
as planning by outcomes has become routine. completed assignments, contracts, merit certificates,
However, it was obvious that staff are increasingly accounts of out-of-school experiences and student
questioning the purpose of the portfolio simply as a journal entries. The only artefact item in the survey
means of indicating student achievement of to be rated lower in the current study is 'test
outcomes and indicators. Teachers are perceiving papers', which arguably reflects a growing belief
the portfolio as having a versatility beyond the that the portfolio is less an accountability tool only,
practice of matching work samples to indicators. and more a means of expressing holistic student
achievement.
Portfolios are perceived as comprising a variety of Another element in the evolution of portfolio
artefacts from all learning areas contents is the developing support for integrating
While work samples in English and maths were learning area inclusions. This practice has been
seen as essential portfolio contents, there was also promoted by the principal.
considerable support for the other learning areas to

2R
 Tracing the Evolution ofPortfolios .'A Case Study

Portfolios are seen as ill volving student Portfolios are seen as important yet 1I0t central to
engagement assessment
There was support for student engagement both in All teachers acknowledged that portfolios were
terms of self-assessment and students negotiating important, though most viewed them as one
with teachers about portfolio contents. necessary part of assessment and reporting practice.
While approximately half the teachers made no
A large majority of teachers supported
distinction between assessment and reporting, the
collaboration in determining portfolio contents, and
other half were inclined to view portfolios as more a
one teacher included it as part of her defined
means of reporting than an assessment tool.
portfolio purpose. Two teachers didn't support
student involvement in determining English and Portfolios were regarded as one aspect only of
maths inclusions. The following is typical: assessment which included a great variety of other
strategies, notably the performance assessment
Teachers ought to have time to sit down
strategies involving observation. Two other reasons
with the children and say 'we have been
were given for not affording portfolios 'centrality'.
looking at. .. how do you think you've
One was the current perceived limitation of
gone', and then be able to say 'if you want
portfolios in not 'showing an ongoing assessment of
to show mum and dad your work, what
one particular thing', and therefore not showing a
would you like to put in the folder.
progression of learning. The other was the belief
Self-assessment in portfolios was also strongly that there is much student work that is not readily
supported at all stages. Even a kindergarten teacher assessable in portfolios. Oral and drama work were
claimed: given as examples.
We do self-assessment.. .Kindergarten draw All teachers viewed the portfolio as a valuable
a face on their work to show that it's good, reporting tool, for as one teacher put it succinctly,
or that they can do a little better. 'parents want the paper thing'. Again, the teachers
nominated a range of other reporting strategies,
One teacher, discussing self-assessment as an
particularly the provision of comments on student
inclusion, described the portfolio as 'a CV for kids'.
work.
Another teacher cautioned about the need for
training in self-assessment. The burgeoning interest While there may not have been notable changes
is reflected by the recent optional inclusion of self- in the assessment and reporting practices of teachers
assessment in the school portfolio. Stage 3 over the last year, there was evidence of a change in
portfolios, for example, contained a 'personal perception. Survey items relating to the extent of
reflection sheet' requiring answers to six unfinished use of portfolios in assessment and reporting reveal
sentences relating to student perceptions of their a marked decrease in means. This suggests either a
work. perception that portfolios are one part of a
multifaceted assessment process, or a willingness to
This increase in support for student involvement
view the portfolio as having a broader purpose
and self-assessment is the most dramatic aspect of
beyond the more formal dictates of demonstrating
the evolution in perceptions about portfolios. Such
outcomes. The evidence suggests that portfolios
notions were rarely present in the 2000 interviews.
were not seen as less important. They were simply
Portfolios were then perceived as tightly controlled
viewed more realistically.
and teacher-directed tools for demonstrating the
achievement of outcomes. Thus there was little
Portfolios are perceived as having all impact Oil
support for student engagement. The recent surveys
teacher planning
reveal a marked increase in all items relating to
support for student involvement, with the most While portfolios were perceived as having made an
dramatic increases relating to self-assessment. impact on planning through necessitating a more
explicit focus on outcomes, they were not perceived
While definitions of portfolios are influenced by
as having changed teaching methods. The following
their purpose, and while school systems articulate
typifies comments on increased focus in planning:
their function, it is an increase in this dimension of
student engagement that Paulson and Paulson My planning is much more focused ... and
(1994) identify as a key factor in their stages of that's a positive thing ... you're focusing
portfolio growth.

29
Laurie Brady

on those particular outcomes rather than tapes, high-tech material) in all learning areas; a
doing a lot of diversifying ... 1 go off on high degree of self-assessment and student
tangents all the time. collaboration with teachers; and one which can
reflect student development. For most teachers, it
One criticism of outcomes-based education in
should be 'a real celebration of what students can
general, which was argued in the objectives debates
do'.
of the 1960s and 1970s, involves belief that too
much structure, or too much allegiance to teaching Again, the idealised notion of the portfolio as
specific outcomes, will constrain the creative space negotiated and reflective represents a considerable
for teaching. The view that reporting by portfolios evolution from the perception in 2000 of the
involves teaching towards outcomes, and that this portfolio as a highly teacher-directed accountability
limits creativity, was advanced by a number of tool to demonstrate the achievement of outcomes.
teachers. 'It's taken my creativity away' and 'It's a The litany of ideal elements are those endorsed as
little restrictive' were typical. benefits in the literature on portfolios, that is,
enabling students to self-assess ; increasing
One teacher, advancing the notion of 'a fine students' self-knowledge; providing opportunities
line', captures the general concern: 'There needs to for teacher-student collaboration ; cultivating the
be a fine line between working towards outcomes notion of individual differences in learning; and
that you set out to achieve, and to allow for different enhancing student ownership.
types of learning to take place'.
There was a general lament about the additional Discussion and Conclusion
work involved in planning by outcomes that can be
Rubrics like that of Paulson and Paulson (1994) are
demonstrated in portfolios, with one notable
confusing, because notions of what is 'off-track',
exception: 'It cuts down on work, because there it is
'emerging', 'on-track' and 'outstanding' are
in front of you, and we sit down as a team and work
difficult to relate to all portfolio types. The portfolio
out the indicators we'll be working on the next term,
implicitly advocated by Paulson and Paulson (1994)
and that basically is your program, and I just flesh
is a process portfolio which contains ongoing work
that out'.
and student self-reflection. The rubric has little
There is no marked change in the evolution of application to showcase portfolios which are
portfolios on this dimension, except perhaps in essentially 'brag books,' or evaluation portfolios
relation to the diminished emphasis on planning by which include specified and marked work.
outcomes. As previously indicated, such planning
The adoption of staged outcomes in NSW has
may now be routine.
resulted in a portfolio that was initially strongly
based on the need for accountability. It has been
Portfolios are perceived as having little influence
endorsed across the system as an assessment and
on student learning
reporting tool that is ideally suited to demonstrating
Portfolios would have a more demonstrable impact the achievement of outcomes. The DET definition,
if they were central to student learning, that is, if 'a deliberate, strategic and specific collection of
they were an ongoing learning narrative involving student work, or evidence of student work ... that
teacher -student collaboration, reflection by both, demonstrates that learning has occurred', is quite
and self-assessment. While there is support for these di fferent to the Wolf (1991) definition that is echoed
elements at the case school, they have not yet been in the more recent American definitions of process
implemented to any degree. The teachers did refer portfolios.
to the pride assumed by students when they were
told a piece of work would become part of the However, while it may not be appropriate to
portfolio. And the one teacher who did concede the transpose a rubric from one country or system to
influence of portfolios on learning, expressed it as another, there is evidence in the previously
student direction: 'These kids are now looking at prototypal case study school to suggest that
exactly what you are looking at.. .they're learning a portfolios, while retaining an emphasis on
lot more about exactly what you're looking for'. accountability, are adopting elements of the
'process portfolio' in relation to increased student
Portfolios are perceived ideally 0.'1 developmental, choice, self-assessment and ownership.
celebratory, negotiated and reflective It is sometimes the nature of innovation, and
Teachers' composite ideal of the portfolio is one particularly mandated change, to be initially all-
involving a greater variety of artefacts (photos, consuming for participants. In the case study
school, the once dominant focus on outcomes in

30
 Tracing the Evolution ofPortfolios : A Case Study

implementing portfolios is gradually becoming a Brown, P. (2000). Key factors in the implementation of an
assessment innovation: A case study. In J. Bana &
part of routine practice, and the portfolio is being A. Chapman, Mathematics beyond 2000: Proceedings of
realistically viewed as a valuable tool which can be the 23rd annual conference of the mathematics education
supplemented by other assessment and reporting research group of Australasia.
strategies. The relaxation of the initial structure
Burns, R. (1997). Introduction 10 research methods (3rd ed.).
expressed in a uniform school policy is now leading Melbourne: Longman.
staff to consider further changes, notably those
Chen, Y., & Martin, M.A. (2000). Using performance
involving the inclusion of all learning areas and a
assessment and portfolio assessment together in the
variety of other artefacts. After this early phase in elementary classroom. Reading Improvement, 3 7( I),
which teachers were required to become adept at 32-38.
knowing 'what an outcome looks like', the principal
Ellison, L. (200 I). The personal intelligences: Promoting social
is now seeking less prescription and more teacher and emotional learning. California: Corwin Press.
decision-making. She views the increased
Hall, B., & Hewitt-Gervais, eM. (2000). The application of
challenging by teachers not as subversion but as a
student portfolios in primary-intermediate and self-
welcome expression of teacher professionalism. contained-multiage team classroom environments:
Implications for instruction, learning and assessment.
The most aspect of significant evolution though,
Applied Measurement in Education, 13(2), 209-22S.
has been the advocacy of both teacher-student
collaboration in determining the contents of Miles, M., & Huberman, A. (1994). Qualitative data analysis.
California: Sage.
portfolios, and student self-assessment. In 2000,
support for both was negligible. In 200 I, that NSW Department of Education and Training. (1999).
support was considerable. One teacher captures the Assessment and reporting issues 7-12: Bulletin 5:
Port/olios. Sydney: Author
prevailing feeling: 'I would like to give the child
more input. .. because I think children know what is NSW Department of School Education. (1996). Principles for
involved in learning, so that's what they'd like to assessment and reporting in NSW government schools.
Sydney: Author.
talk about and show ... and I'd like to see more
reflection. NSW Department of School Education. (1997). Strategies for
assessment and reporting: Primm)' schools. Sydney:
Of course, student negotiation and self- Author.
assessment might be accomplished in assessment
Padgham, J. (2000). Student-led conferences: A whole school
tasks beyond the portfolio. Self-assessments takes on the challenges. Practically Primary, 6( I), 9-11.
including checklists, rating scales, reflection logs,
Paulson, F., & Paulson, P. (1994). A guide [or judging
discussions, conferences and physical continuums
portfolios. Portland: Multnomah Education Service
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assessments to work samples that demonstrate
Smith, A.F. (2000). Reflective portfolios: Preschool
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possibilities. Childhood Education, 76(4),204-208.
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student, and a helpful tool for reporting to parents Stake, R.E. (1994). Case studies. In N.K. Denzin &
Y.S. Lincoln (Eds.). Handbook of qualitative research.
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As yet, the teachers believe that portfolios are Valencia, & Place, N. (1994).
S., Literacy portfolios for
having little influence on student learning. Arguably teaching, learning and accountability: The Bellevue
the proof of student ownership will be a belief that it Literacy Assessment Project. In S. Valencia, E. Hiebert, &
can. P. Aftlerbach (Eds.). Authentic reading assessment:
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31
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 Curriculum Perspectives
Vol. 22 No.1 2002
Edited by Colin J. Marsh

Contents

ARTICLES

Student Participation and Voices in Curriculum Redevelopment: The View From a

Curriculum Development Agency
Deborah Keighley-James .
Reforming the Hidden Curriculum: The Key Abilities Model and Four Curricular Forms
Andrew Seaton 9
The Study Goals of Business Students Studying via Open Learning: Curriculum and
Educational Implications
Erwin Waldman and Paul de Lange 17
Tracing the Evolution of Portfolios: A Case Study
Laurie Brady 25
Working the Paradox of School Improvement: It's About Building Capacities for
Self-Regulation Within/Against an Increasingly Regulated Education Context
Bob Smith 33

POINT AND COUNTERPOINT

Futures for Australian Curriculum

Guest Editorial
Alan Reid 43
The Content of the Curriculum: What Will Young Australians be Learning?
Cherry Collins 44

Curriculum, Ethics, Metanarrative : Teaching and Learning Beyond the Nation

Allan Luke 49
Futures for Australian Curriculum Studies: Metaphors, Genres and Complicated Conversations
Noel Gough 55

BOOK REVIEWS

Children's Ways of Knowing: Learning Through Experience

Bill Stringer. 63
Teacher Education in the Asian-Pacific Region: A Comparative Study
E. Jacqueline McGilp 64
Just Schooling: Exploration in the Cultural Politics of Teaching
Michael Bezzina 65
Handle With Care: Understanding Children and Teachers
E. Jacqueline McGilp 66
Boys Stuff: Boys Talking About What Matters
Emilia Terry....... 68
Teaching Effectiveness and Teacher Development
Anna M. Sullivan 68
Science for Children: Developing a Personal Approach to Teaching
Denis Goodrum 69
 Notes on Contributors

Deborah Keighley-James is a Senior Research Alan Reid is an Associate Professor in the School
Officer, Senior Secondary Assessment Board of of Education at the University of South Australia.
South Australia in Adelaide. His research interests cover education policy,
public education, teachers' work, teacher
education and curriculum change.

Andrew Seaton has worked for a number of years

as a secondary teacher and in school and district
advisory positions. He is currently engaged in PhD
research at Deakin University.
Cherry Collins is a member of the Faculty of
Education at Deakin University. Her recent writing
and research focuses on postcompulsory
Erwin Waldman is a Senior Lecturer, Faculty of curriculum, postmodernism and the curriculum,
Business and Economics, Department of and gender and the curriculum.
Accounting and Finance, at Monash University.
His research interests are in business education.

Allan Luke teaches and writes on literacy

Paul de Lange is a Senior Lecturer, Faculty of education, sociology and discourse analysis at the
Business and Economics, Department of University of Queensland. He is currently
Accounting and Finance, at Monash University. completing a sociolinguistic taxonomy and
His research interests are in business education. language plan for Queensland Aboriginal and
Torres Strait Islander education.

Laurie Brady is an Associate Professor in

Education, University of Technology, Sydney. He
has published a number of books in the areas of
curriculum and assessment. His latest book is Noel Gough is an Associate Professor in the
Celebrating Student Achievement. Faculty of Education at Deakin University and
Director of the Deakin Centre for Education and
Change. He teaches curriculum inquiry, research
methodology and futures in education and has
Bob Smith is an Adjunct Research Fellow at the research interests in environmental education,
University of South Australia. cultural studies of science, and popular media.

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 Notes for Intending Contributors

Contributions may take the form of: • Tabular and statistical materials. graphs.
figures and charts should be kept to a
• General papers that make an original minimum. Graphs, figures and charts should
contribution of an empirical or theoretical be submitted in camera-ready standard. Any
nature. text should be in Times New Roman font.
11 point size or smaller.
• Papers of a more practical or applied nature
and which are case studies about classroom • Notes and bibliography details should be given
research, curriculum development and at the end of the article. Footnotes should be
evaluation. avoided.
• Brief reports about on-going research and • References in the text should be listed at the
development activities and examples of on- end of the article. Footnotes should be
going classroom practices. avoided.
Papers are included in this section under the
• Refer to the Publication Manual of the
title of .Instances' .
American Psychological Association (4th ed.)
• Correspondence (letters and short notes) for referencing format. For example:
addressed to the Editor.
Hill, B.Y. (1994). Teaching secondary social
• Book reviews. studies in a multicultural society.
Melbourne: Longman Cheshire.
Horwood, J. (1994). Towards control of a
mathematics curriculum. Curriculum
Contributions Perspectives, 14(1), 11-16.

•
• The final, revised version of an accepted
Typescripts should be sent to the Editor on
paper must be sent as a typed copy, in double
A4 paper, typed in double spacing on one side
spacing, and on a computer disk. This diskette
only, with margins of at least 2.5cm on all four
must be in IBM format, and the document in
sides. Papers for the Articles section should
Microsoft Word 6 for Windows or a
usually be no longer than 8,000 words.
compatible format (such as Word Perfect 5.1,
Instances papers should be 1,000-3,000 words
Macintosh Word 5 or 6), otherwise Rich Text
in length.
Format.
• The master copy and two duplicates should be
submitted for publication. At least one copy • Contributions should be sent to:
should be retained for personal reference.
Professor Colin Marsh
• The contributor's name and status should 24 Metz Way
appear on a separate page to ensure anonymity Wembley Downs
in reviewing.
Western Australia 60 19.

Articles published in Curriculum Perspectives express the view of their authors only and not necessarily those
of the Editorial Board or the Editor.

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