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In teacher education programs, the conceptual framework identifies what is important for candidates. Using the three themes of a conceptual framework – knowledge of learners and learning, knowledge of content and pedagogy, and knowledge of research and policy – the authors analyzed teacher preparation program components in general and special education. They conclude that the critical question for teacher educators is: How do teacher educators consistently and successfully implement proven practices to prepare effective teachers? The authors posit recommendations for needed reforms in university-based teacher education and advocate for parity for teacher education with other socially valued enterprises.

The main purpose of this study was to evaluate students’ perception of blended learning instructional design in a Higher Education Institution (HEI) in the Sultanate of Oman. A course in a bachelor degree was offered using blended learning instructional mode, and students’ feedback was obtained on the impact of blended learning. The study was conducted in Ibra College of Technology, one of the seven colleges under the Ministry of Manpower in the Sultanate of Oman. A course in Business Strategy and HR Management was offered during Summer 2016 using a combination of traditional and online instructional design. A structured questionnaire was administered at the end of the semester to solicit feedback from students. The results of the study highlighted a positive attitude among students towards blended learning courses. The research stressed the requirements for proper infrastructure, training and development initiatives for staff and students, shift to a more focused practical assessment methods to measure the graduate attributes. Student engagement, learner autonomy, connection of learning to real life environments and flexibility all appeared to benefit from the blended learning course.

Several criteria were used for this study to determine the relevance of the literature for the purpose of the review. First, all articles were required to be published in peer-reviewed journals. Next, all articles were required to be primary sources. Reviews of the literature found throughout the search procedures were used as supporting information, as well as the basis for this review. Only quantitative studies were included in this review; opinion papers and qualitative studies were not incorporated into the results. The participants in each study had to be identified as having a learning disability. Studies that included regular education students as a control or comparative group were included as long as the treatment group included students with learning disabilities. The students with learning disabilities were required to possess verbal deficits. Those studies that examined students with non-verbal learning disabilities were excluded from this review. All studies were required to be in English and conducted in the United States.