Education Commons^™

All Young People Of Scotland Will Flourish Under Curriculum For Excellence: Mainstream Primary Teacher Perception Of Additional Support Need Resources In Curriculum For Excellence, Fraser Mcguinness

The Journal of Advancing Education Practice

An increase in the number of pupils with Additional Support Needs (ASN) in Scottish mainstream schools has brought with it a wide variation of learners’ educational needs and corresponding support. Despite this, there is anecdotal evidence sufficient support has not been supplied effectively to meet these needs.

Given repeated policy statements by the Scottish Executive (2004) and Scottish Government (2009; 2016) that Curriculum for Excellence (CfE) will “enable all of the young people of Scotland to flourish as individuals”, one may call into question whether CfE is indeed a curriculum that can facilitate such promise. The purpose of this research …

Making It Real: Alana Teacher Education Preparation, Communication And Diversity Suppositions, Keith Orlando Hilton, Harriett Arnold

Essays in Education

This article clarifies brisk salient education and communication perspectives on the need for and role of ALANA (African, Latino, Asian and Native American) teachers and teacher education students in the nation. From the co-authors’ perspectives as African American professors of prospective ALANA K-12 teachers, the notion of “Making it Real: ALANA Teacher Education Preparation, Communication and Diversity Suppositions” is an aerial design that continues to be drafted. This design must be multicultural, multiethnic, multimedia and multi-disciplined in order to be fecund. The creation of a video by ALANA university teacher education students also demonstrated that diversity is invaluable and central …

Talking About Listening: Urban Teacher Responses To Empathetic Listening Training, Jennifer Borek

Essays in Education

Teachers in urban school districts need to learn better listening skills. The high-stakes world of parental involvement, especially with parents who have not had good school experiences themselves, necessitates that faculty and administration be able to listen with clarity and calm. Emergency-licensed teacher education students at a major urban institution of higher education were trained in empathetic listening, practiced these skills, and then were asked to use these skills in the field. While most believed they did not need the skill when they first heard of it, all discovered its complexity and utility during the course of the semester.