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Inclusion is considered a foundation for quality education, and teachers’ inclusive practices are essential for success in mainstream classrooms. Portugal has been making progressive improvements in its policies for inclusive education, although there is little consistency in school practices within or between schools. Moreover, data identifying the personal and career variables relevant to teachers’ inclusive practices in Portugal are scarce. Therefore, the purpose of this study was to determine the relationship between teachers’ inclusive practices and personal and career-based characteristics, including gender, level of teaching, years of experience, roles performed at school, and perception of inclusive resources. The participants were 924 teachers who worked in private and public schools in Portugal. Regression analysis showed that perceived inclusive resources, level of teaching, and gender predicted variance in inclusive practices. Mean difference analyses revealed that teachers at the lower levels of teaching, females, and teachers reporting more inclusive resources had the highest scores for inclusive practices. These findings are discussed in terms of their practical relevance for inclusive school systems.

In the teaching process of table tennis in higher vocational colleges, students’ learning ability and reaction ability are different, which leads to unsatisfactory teaching effect. Through the hierarchical teaching method, higher vocational colleges can innovate traditional teaching models and improve teaching efficiency [1-3]. Therefore, the level teaching method has high application value in the higher vocational table tennis teaching, which improves the teaching quality and teaching effect. First of all, this article analyzes the importance of the teaching method of table tennis level in higher vocational colleges based on computer technology. Finally, some suggestions were made [4, 5].

In the teaching process of table tennis in higher vocational colleges, students’ learning ability and reaction ability are different, which leads to unsatisfactory teaching effect. Through the hierarchical teaching method, higher vocational colleges can innovate traditional teaching models and improve teaching efficiency [1-3]. Therefore, the level teaching method has high application value in the higher vocational table tennis teaching, which improves the teaching quality and teaching effect. First of all, this article analyzes the importance of the teaching method of table tennis level in higher vocational colleges based on computer technology. Finally, some suggestions were made [4, 5].

This study identifies and reviews recent research on trends in teaching methods and teaching levels for teaching critical reading skills in Thailand. Thirteen relevant studies were analyzed, including academic documents and research published between 2011 and 2022. The data were organized into two categories including the teaching methods and teaching levels. The results revealed eight popular teaching methods for teaching critical reading skills, including literature-based instruction, the group reading strategy (GRS), the QUEST analysis method, the multimodal tasks method, the content and language integrated learning (CLIL) model, the program for international student assessment (PISA) reading literacy assessment method, the applied linguistic-based method, and the survey, question, read, recite, record, react, and review (SQ5R) method. Moreover, critical reading is taught at three levels in Thailand: the university level, secondary school level, and elementary school level. This study is for those interested in finding an appropriate method for teaching critical reading in the Thai context.

In order to improve the teaching level of college music teachers, in this essay the discrimination of college music teaching level based on the wave equation is put forward. In this study, the advantages of pattern recognition are utilized to establish a college music teaching level evaluation model based on wave equation. The wave equation is adopted to replace the complex function representation in the traditional statistical method, so as to reduce the influence of subjective factors on teaching level evaluation and explore the potential factor correlation in the evaluation process. The linear fuzzy indivisible samples are mapped to high dimensional space to make them linearly divisible, which avoids the traditional process from induction to deduction in essence and simplifies the classification process of nonlinear problems. Structural risk minimization theory ensures global optimization of segmentation and reduces expected risk. The results of this study can be combined with existing research methods to enhance the objectivity of evaluation methods and the accuracy of evaluation results, which has certain reference significance for improving teachers’ teaching level and promoting the improvement of teaching quality.

Budget and cost are two of the problems that cannot be ignored when conducting a measure study. Based on the application of generalizability theory, combined with Lagrange multiplier, this paper explores how many students and items are optimal for teaching level evaluation of college teachers under budget constraints to maintain the sustainable development of higher education. A total of 397 students are required to evaluate 10 teachers’ teaching level using the Teaching Level Evaluation Questionnaire for College Teachers, and we make different generalizability designs (i.e., (s:t) × i, (s:t) × (i:v) and (s:t) × (i:v) × o) for the collected data. The study unifies the Lagrange multiplier formula, derives the optimal sample size formula of different designs under budget constraints in generalizability theory, and calculates the optimal sample size for teaching level evaluation of college teachers in different designs with the estimated variance components. Results indicate that: (1) the unified formula of Lagrange multiplier has a stronger robustness and can be applied to different study designs under budget constraints in generalizability theory; (2) the occasion has a great effect on teaching level evaluation for college teachers; (3) the (s:t) × (i:v) × o design has a high efficiency in estimating the optimal sample size of teaching level evaluation for college teachers; (4) the design of (s:t) × (i:v) × o is the optimal generalizability design of teaching level evaluation for college teachers under budget constraints in generalizability theory; and (5) under budget constraints of teaching level evaluation for college teachers in generalizability theory, the optimal sample size of students is 31 for each teacher and the optimal sample size of items is 7 for each dimension.

Teaching quality evaluation is an important means of colleges to control teaching quality, and expedite teachers to keep improving teaching levels. Based on industry-university-research interaction (IURI) model, this paper surveys the current state of teaching quality evaluation of college teachers, establishes the indices for teaching quality evaluation of economic management courses, and presents a few countermeasures for improving teaching quality evaluation. The results show that: teaching quality evaluation covers three types of data: student evaluation, supervisor evaluation, and network-assisted teaching evaluation. Our student evaluation index system covers four dimensions: teaching attitude, teaching content, teaching method, and teaching effect. Our expert evaluation index system also covers four dimensions: teaching preparation, teaching ability, teaching management, and teaching effect. Our multi-subject teaching quality evaluation system for economic management courses covers four modules: student module, teacher module, supervisor module, and administrator module. This research lays a theoretical basis for applying the IURI model in teaching reform.

Background In recent years, the emphasis on quality improvement (QI), evidence-based practice (EBP), and knowledge translation (KT) in the education of health professionals has increased. Efforts have been made to identify commonalities between quality improvement and implementation science. However, the development of curricula that encompass these approaches remains poorly understood. Consequently, this study examines the implementation of a novel teaching module in quality improvement and evidence-based practice, designed for health sciences master’s students. The objective was to explore how students apply a combination of QI, EBP, and KT principles to enhance health services through clinically relevant, project-based assessments. Methods The study utilised a mixed-methods approach. A survey assessed students’ self-perceived skills in quality improvement and the implementation of evidence-based practice. Of the 311 students enrolled, 163 (52%) participated in the pre-evaluation and 123 (39%) participated in the post-evaluation. Four focus group interviews with 24 students explored reflections on their learning process and the knowledge application within their respective professional fields. Project plans from 14 exam groups explored reflections on implementation. The qualitative data was analysed according to the principles of descriptive analysis. Results Survey data indicated statistically significant improvements in seven student-reported learning outcomes from pre- to post-evaluation, specifically addressing issues such as setting up a literature search strategy and identifying relevant barriers and facilitators in planning an improvement project ( p  < 0.001). Learning outcomes were assessed as either confident or not confident. Focus groups and textual analysis identified three themes: teaching modelled as project consultation, improving with evidence, and qualifying for implementation work. Combined survey and qualitative data indicated that a supervised project exam is recommended. Integrating QI, EBP, and KT is advisable, but clarification of their integration is needed. Additionally, planning an improvement project for implementation in an existing organization is recommended as a framework for a project exam. Conclusions The study supports a module for teaching quality improvement and implementation science within an integrated course for master’s students. Additionally, the study demonstrated the usefulness of a supervised continuous group examination task. Teachers adopting this course design should offer students a clear, robust, and explicit model for improving health services.

The purpose of this inquiry was to examine the degrees of reflective teaching (RT) amongst English as a foreign language (EFL) teachers working at a private language center in the Mekong Delta of Vietnam, and to provide suggestions for its successful implementation. A mixed-methods approach was employed, integrating a quantitative survey and a qualitative interview. The results evinced that although the majority of participants perceived themselves as being involved in RT practices, their self-reported levels did not consistently correlate with their actual practices. Most teachers were categorized as contextual levels, with only a minor number attaining the dialectical level. In the meantime, a few teachers were classified under the technical level. Demographic information had an insignificant impact. The results imply that supplementary professional development (PD) opportunities could be advantageous for EFL teachers in the area to enhance their RT skills. Despite being conducted in a solitary English language center, the findings of this study may have far-reaching implications for EFL teachers in other developing nations.

BackgroundSouth Africa adopted a policy on inclusive education in 2001 to ensure that all learners are accommodated and accepted in the classrooms despite their differences.ObjectivesThis study was aimed at exploring the inclusion of learners with learning disabilities in mainstream primary schools for teaching and learning.MethodThis study followed a qualitative approach embedded in a descriptive phenomenological design. Data were generated through in-depth interviews with individual participants and were analysed thematically for content. Six teachers from six different mainstream primary school classrooms were purposefully selected for the study.ResultsFindings revealed that overcrowding, time constraints and lack of parental involvement impede the inclusion of learners with learning disabilities in mainstream classrooms. However, teachers use: (1) multi-level teaching, (2) concrete teaching and/or learning aids, (3) differentiated instruction and (4) code-switching in accommodating learners with learning disabilities.ConclusionThis study argues that for learners with learning disabilities to be more included in mainstream classrooms, the learner population should be reduced to a maximum of 30 learners per class, and collaboration with parents should be enhanced. Also, the arrangement of learners for teaching and learning could be limited to small groups consisting of four to five learners. Multi-level teaching and differentiated instruction should be applied in settings that do not require learners to be separated from their peers without learning disabilities.ContributionThis study will help improve teachers’ inclusive classroom pedagogical practices for all learners including those with learning disabilities.