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      <title>Scholarship of Teaching  by Cassandra Hunt</title>
      <link>https://padlet.com/cassandra_hunt1/SOT</link>
      <description>Have your perceptions on teacher preparation changed or stayed the same following today&#39;s discussion? Why or why not? </description>
      <language>en-us</language>
      <pubDate>2017-02-27 20:01:39 UTC</pubDate>
      <lastBuildDate>2017-02-27 20:16:43 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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         <title>Cassie and Sheida (3)</title>
         <author></author>
         <link>https://padlet.com/cassandra_hunt1/SOT/wish/156552000</link>
         <description><![CDATA[<div>Our perceptions on performance feedback in terms of their prioritization in special education teacher training have changed somewhat. In part, we agree that performance feedback has the potential to increase educators' correct implementation of evidence-based practices. However, as Cornelius and Nagro (2014) demonstrate in their review, performance feedback has not yet accumulated enough evidence to be deemed an essential component of university-based teacher preparation programs. Given this awareness, we remain conflicted because of our own experiences in teacher education programs as we found performance feedback to be a useful, and arguably necessary, strategy in providing a plan of action in teaching practice.&nbsp;<br>Looking toward the future, it is incumbent upon researchers (like us) to "conduct quality studies measuring the effects of performance feedback on specific teacher behaviors including OTR, verbal expansions, BSP, and providing student corrections" (Cornelius &amp; Nagro, 2014, p. 144). Further, this future research should follow quality indicator guidelines put forth by Horner et al. (2005) to ensure the viable use of future study results.</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-02-27 20:07:30 UTC</pubDate>
         <guid>https://padlet.com/cassandra_hunt1/SOT/wish/156552000</guid>
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      <item>
         <title>Inna, Betsi, Grace</title>
         <author></author>
         <link>https://padlet.com/cassandra_hunt1/SOT/wish/156552039</link>
         <description><![CDATA[<div>- Realized how important mentor teachers are and the training of mentor teachers.&nbsp;<br>- Learned how important well experienced teachers cooperating with preservice teachers are to allow the preservice teacher to get practice in what they learned in school and follow the guidance of well experienced teachers.&nbsp;<br>- Importance of development of learning communities in which EVERY member is a teacher and a learner.</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-02-27 20:07:37 UTC</pubDate>
         <guid>https://padlet.com/cassandra_hunt1/SOT/wish/156552039</guid>
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         <title>Stephanie and Sarah</title>
         <author></author>
         <link>https://padlet.com/cassandra_hunt1/SOT/wish/156552231</link>
         <description><![CDATA[<div>Our responses stayed the same. However, they would have been different if the pre-questions had been asked prior to reading the articles. I (Stephanie) still feel that question 3 leaves too broad of a range for clinical practice to be consistent across programs.&nbsp;<br>I (Sarah) believe that it is practical to put pressure on TEP to attempt to prepare pre-service teachers on the wide variety of situations, However, the reality of that task happening is overwhelming.<br>Overall we feel that the classroom discussion today enhanced our understandings but did not drastically change our opinions.</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-02-27 20:08:16 UTC</pubDate>
         <guid>https://padlet.com/cassandra_hunt1/SOT/wish/156552231</guid>
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      <item>
         <title>Mark, Ling, Sami</title>
         <author></author>
         <link>https://padlet.com/cassandra_hunt1/SOT/wish/156552235</link>
         <description><![CDATA[<div>Our group feels that we have more of an idea about the specific challenges in teacher education, and some ideas about what can be done to address them. Specifically, we were&nbsp;interested in feedback, and how evidence speaks to what could be effective. We also reflected on how technology could be used to provide feedback; however, we also acknowledge that the research behind performance feedback is uncertain, and that more work needs to be done on how to provide better feedback to preservice and in-service teachers.  </div>]]></description>
         <enclosure url="" />
         <pubDate>2017-02-27 20:08:16 UTC</pubDate>
         <guid>https://padlet.com/cassandra_hunt1/SOT/wish/156552235</guid>
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      <item>
         <title>Melinda</title>
         <author>melindaleko</author>
         <link>https://padlet.com/cassandra_hunt1/SOT/wish/156553183</link>
         <description><![CDATA[<div>Yes- importance of mentor teachers is so important!<br><br>Cassie and Sheida- nice reflections. I think something could still be incorporated into a prep program if in general it is fostering positive outcomes even though it is not able to be deemed and EBP. It is going take the field of teacher prep a while before enough research is conducted to meet Horner et al. quality indicators.<br><br>Yes Mark, Ling, and Sami- more research! More research!<br><br>Stephanie and Sarah- interesting idea to have people respond to questions prior to conducting the readings.&nbsp; Maybe something for another discussion group to try.</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-02-27 20:11:08 UTC</pubDate>
         <guid>https://padlet.com/cassandra_hunt1/SOT/wish/156553183</guid>
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