Collaboration allows for synergy in the classroom and increases the likelihood of meeting each student’s individual needs. Co-teaching has been used as a method of collaboration for inclusion and multi-disciplinary classrooms in grades K–12. In this study two professors co-taught an undergraduate reading methods course to model such practices for their students, and to have fi rsthand experienc...

Collaborative teaching (co-teaching) is a method of providing educational services to students with learning disabilities (LDs) in general education classes, and it also reduces dispersion as result these joining remedial instruction special programs. This descriptive research aimed identify the level awareness co-teaching among teachers resource room program (RRP). A total 162 Omani RRP respon...

This study investigated the effects of guided-inquiry and expository teaching methods on students’ performances and interest in Biology. Students’ performances in the sciences (Biology) have been below expectation. The performances of the students in the Researcher-Made Biology Test (RMBT) using the expository method and guidedinquiry were compared. Furthermore, the interests of the two groups ...

In typical teaching scenarios students and lecturers are involved. Nowadays, however, learning management systems (LMS) are used intensively to foster communication between students and lecturers and so reduce the need to meet in person in order to communicate. Additionally an increased involvement of practitioners and companies in teaching efforts at universities seems desirable for a variety ...

The Chinese-English bilingual teaching in the circuit course is an important approach to foster innovational talents for the electronic industry in the new century. In this article, we analyze the background, applicability and feasibility of bilingual teaching in the course of circuit and the difficulties facing in the process of implementation. We explore various approaches and methods to over...

this study investigated the cognition of 70 tunisian teachers on the place of culture in english education. it showed that tunisian teachers believe that english textbooks and curricular documents are not specific about the cultural dimension of efl. it also revealed that l2 teachers, whose mother culture is distant from that associated with l2, hold ambivalent attitudes towards culture. they a...