This paper focuses on collaboration between native-speaking English teachers (NETs) and local English teachers (LETs) in Hong Kong secondary schools. It examines some of the strengths and weaknesses of NETs and LETs documented in the international literature. It reviews, in various contexts, schemes where team teaching has been carried out. Using case studies of selected effective practitioners augmented by recent published research, we discuss how native and non-native teachers worked together and how their collaboration impacted on themselves and their students. Our analysis elaborates on some inter- and intra-personal factors facilitating the team teaching, balanced by some of the dilemmas particularly with respect to educational philosophies. The paper concludes by arguing for relationships between particular features of the collaborations and theorised conditions for second language acquisition.
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http://dx.doi.org/10.2167/le627.0 ]

Background This study examined the effects of different approaches to teaching learners with mild intellectual disabilities to solve mathematical word problems. Method Thirty Chinese students with mild intellectual disabilities from a special school in Hong Kong were taught using conventional instruction, worked example instruction, and cognitive strategy instruction. A cross‐subjects experimental design was used to compare the effects of the three instructional approaches on immediate and delayed tests. Results Students presented with worked example and cognitive strategy instruction solved more problems correctly and generally outperformed students presented with conventional instruction in both immediate and delayed tests. In addition, learners receiving worked example and cognitive strategy instruction were more able to maintain and generalise their previous knowledge and skills to solve novel problems than those receiving conventional instruction. Conclusions The findings indicate that learners can profit from worked example and cognitive strategy instruction which can promote problem‐solving skills and mathematical learning.
[Copyright of Journal of Intellectual & Developmental Disability is the property of Informa Healthcare . Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13668250500349409]

Two studies were conducted to investigate the effects of cooperative learning on second-graders' motivation and learning from text. In Study 1, students (n = 160) in cooperative learning groups were compared with their counterparts (n = 107) in traditional instruction groups. The results revealed a statistically significant difference between the two groups, with more favourable perceptions of teachers' instructional practices and better reading comprehension in the instructional intervention groups than in the traditional instruction groups. In Study 2, 51 second-graders participated in the instructional intervention programme. The results showed that students' positive cooperative behaviour and attitudes were related to their motivation and reading comprehension. When students perceived that their peers were willing to help each other and were committed to the group, they tended to be more motivated and performed better in reading comprehension.
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http://dx.doi.org/10.1080/01443410701880159]

The University of New England (Australia) and Chinese University of Hong Kong offer a collaborative graduate diploma and master of health science in gerontology via mixed-mode and web-based education. The multidisciplinary curriculum takes into account Hong Kong's health care system and cultural context.
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http://dx.doi.org/10.1080/036012700407866 ]

Three key publications from September 2000 point to rapid changes in the educational and arts environment in Hong Kong that will impact on the development of dance education. This paper provides some contextual details on the current state of dance education in Hong Kong and also examines the influence and possible ramifications implicit within these publications. A brief outline of the prevailing scope of professional activity is also provided. The necessity for teacher training to facilitate change is then discussed. [ABSTRACT FROM AUTHOR]; Copyright of Research in Dance Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.
[Copyright of Research in Dance Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14647890220129131]