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Urban Teaching Connection: Creating and Inquiring Through a Virtual Community of Practice
Unformatted Document Text:  The session will begin with an interactive discussion of current issues and challenges in training and retaining beginning teachers in urban sites. This will be followed by a live presentation and demonstration of the site which will highlight the three sections of competencies, community, and connections. A small group activity will help participants design an action plan for using the UTC in their home institutions. Finally questions and comments will be solicited to improve the site and the inquiry into urban teacher retention. References: Gimmet, P.P., Erickson, G.L., Mackinnon, A.A., and Riecken, T.J. “Reflective Practice in Teacher Education,” in R.T. Clift, W.R. Houston, and M.C. Pugach (eds.), Encouraging Reflective Practice in Education: An Analysis of Issues and Programs. New York: Teachers College Press, pp.20-38, 1990. Golden, T. Are We Missing the Boat with our Millennial Students? Fall Newsletter, Eastern Academy of Management 2003. Howe, N. & Strauss, W. Millennials Rising: The Next Great Generation. Vintage: New York, 2003. Lave, J., & Wenger, E. Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press, 1991. Loughran, J.J. Developing Reflective Practice: Learning about Teaching and Learning through Modeling. London: Falmer Press, 1996. Raelin, J.A. “Public Reflection as the Basis for Learning,” Management Learning, 32(1): 11-30, 2001. Sandfort, M. & Haworth, J. Journal of College and Character. Volume 1. www.collegevalues.org/articles.cfm . 2005. Schon, D. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983. Wenger, E. Communities of Practice: Learning, Meaning and Identity. Cambridge, UK: Cambridge University Press, 1998. 4

Authors: Cokely, Micky. and Qualters, Donna.
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The session will begin with an interactive discussion of current issues and challenges in training
and retaining beginning teachers in urban sites. This will be followed by a live presentation and
demonstration of the site which will highlight the three sections of competencies, community, and
connections. A small group activity will help participants design an action plan for using the UTC
in their home institutions. Finally questions and comments will be solicited to improve the site
and the inquiry into urban teacher retention.
References:
Gimmet, P.P., Erickson, G.L., Mackinnon, A.A., and Riecken, T.J. “Reflective Practice in
Teacher Education,” in R.T. Clift, W.R. Houston, and M.C. Pugach (eds.), Encouraging
Reflective Practice in Education: An Analysis of Issues and Programs.
New York: Teachers
College Press, pp.20-38, 1990.
Golden, T. Are We Missing the Boat with our Millennial Students? Fall Newsletter, Eastern
Academy of Management 2003.
Howe, N. & Strauss, W. Millennials Rising: The Next Great Generation. Vintage: New York,
2003.
Lave, J., & Wenger, E. Situated Learning: Legitimate Peripheral Participation. Cambridge,
UK: Cambridge University Press, 1991.
Loughran, J.J. Developing Reflective Practice: Learning about Teaching and Learning through
Modeling.
London: Falmer Press, 1996.
Raelin, J.A. “Public Reflection as the Basis for Learning,” Management Learning, 32(1): 11-30,
2001.
Sandfort, M. & Haworth, J. Journal of College and Character. Volume 1.
Schon, D. The Reflective Practitioner: How Professionals Think in Action. New York: Basic
Books, 1983.
Wenger, E. Communities of Practice: Learning, Meaning and Identity. Cambridge, UK:
Cambridge University Press, 1998.
4


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