, . ‘ , , . , lillllllWIll””llllllllllllll 3 1293 01390 2931 LIBRARY 1 Mlchlgan State Unlversity This is to certify that the dissertation entitled TEACHERS MAKING MEANING WHILE CARRYING PORTFOLIOS ACROSS THE CURRICULUM presentedby ROBERT H . REMPE has been accepted towards fulfillment of the requirements for ___Eh‘_D_.__ degree in _En.gl_LSh_ I aajor ficofessor Date November 2, 1995 MS U is an Affirmative Action/Equal Opportunity Institution 0-12771 5.: I-['—— PLACE ll RETURN BOX to remove thle checkout from your record. TO AVOID FINES return on or before dete due. DATE DUE DATE DUE DATE DUE MSU le An Affirmetlve Action/Ewe] Opportunity Inetttulon Worn-9.1 meal in TEACHERS.HARIRG'HEARING‘WHILB CARRYING PORTFOLIOS ACROSS THE CURRICULUM by Robert B. Re-pe A DISSSRIAIION Bub-1tted to Hichigan state University in partial fulfill-ant of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of English 1995 TEAC This as several Portfolio 1 This Studyl qualitativ leaning-ma teachers I discussion Means to I teachers t especiallh cultural E This Private disciplim in what ea ABSTRACT TEACHERS MAKING MEANING WHILE CARRYING PORTFOLIOS ACROSS THE CURRICULUM BY Robert Henry Rempe This investigation analyzes qualitatively what happened as several teachers constructed a process for implementing portfolio use and assessment in their respective disciplines. This study relies on the use of discourse analysis and other qualitative methods, as it probes the nature and process of meaning-making. The analysis focuses on conversations with teachers both on one-on-one interviews and in full group discussions. An analysis of these discussions provides a means to a deeper understanding of the process used by the teachers to discern for themselves the meaning of portfolios, especially with respect to the participants' own social, cultural and educational context. This study investigates how selected teachers from two private high schools in six different subject matter disciplines used portfolios and initiated portfolio assessment in what each considered to be a writing across the curriculum approach in their classes. The study also deals with the quality of ”writing to learn” and "learning to'write” that the 'writing across the curriculum. movement advocates. The meaning-making process of the teachers and the concerns each had about portfolio use and assessment in combination with workshop ; I focal poi: Althc l conclusioni I iscipline | weakness 0: Strength, means to ar 90ing Com"I meaning-ma :- educationa; Robert H. Rempe ‘workshop procedures, particularly small group work, are the focal points of the research. Although the author was tempted to make sweeping conclusions about how teachers use portfolios in various disciplines, it simply could not be done. Therein lies a weakness of qualitative research, and therein lies an inherent strength. Portfolio use and assessment serve rather as a means to an end. The study provides one more facet of the on- going conversation and debate concerning teachers and their meaning-making processes in a social, cultural, and educational context. Copyright by Robert Henry Rempe 1995 For Marianne 11$! 0? T 118! OF F HHRODUCT PURP SIGN: OVER\ CONNE LIMIT BACRG RCRos. TABLE OF CONTENTS LIST OF TABLES.............................................xiv LIST OF FIGURES.............................................xv INTRODUCTION.................................................1 PURPOSEOFTHESTUDY....................................1 STATEMENT