Looking in depth at the curricular and instructional framework of a student-centered classroom, this book describes learning strategies in detail and illustrates with student samples that demonstrate how portfolios can assist students in reflective self-evaluation. The book chronicles the experiences of two teachers over their three years of experimentation with portfolios including not just their successes but also their mistakes. Chapters in the book are: (1) An Invitation to the Reader; (2) Why Do We Need Portfolios?; (3) How Can the Portfolio Be Used to Support Learning?; (4) What Should Go into a Portfolio?; (5) How Might the Portfolio Be Assembled?; (6) The Portfolio Is Completed: Now What?; (7) What Are Other Teacher Concerns about Portfolios?; and (8) Our Final Reflections. A student-written short story (the 26th but not the last draft) is included as an appendix between the second and third chapters. Contains 39 references. (RS)