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Topic Review
Asynchronous Environment Assessment
The emergence and global spread of COVID-19 has disrupted the traditional mechanisms of education throughout the world. Institutions of learning were caught unprepared and this jeopardised the face-to-face method of curriculum delivery and assessment. Teaching institutions have shifted to an asynchronous mode whilst attempting to preserve the principles of integrity, equity, inclusiveness, fairness, ethics, and safety. A framework of assessment that enables educators to utilise appropriate methods in measuring a student’s progress is crucial for the success of teaching and learning, especially in health education that demands high standards and comprises consistent scientific content. 
  • 2.2K
  • 30 Sep 2021
Topic Review
Different Types of Literature Review
Literature reviews are crucial for demonstrating progress and a comprehensive understanding of a subject. However, an unorganized growth in literature can lead to complicated and competing arguments, hindering progress. This research delves into different types of literature reviews and the common mistakes researchers make when conducting them. Learning how to efficiently conduct a literature review is essential for success in academia and professional careers.
  • 2.1K
  • 09 May 2023
Topic Review
The Transactional Distance Theory and Distance Learning Contexts
Moore established transactional distance theory (TDT) to grasp transactional distance in the context of distance learning. Research using TDT in distance, open, and online learning environments has been undertaken. However, there are information gaps about what constitutes progress, future directions, and research deficits pertaining to TDT in the context of distance education. TDT research in distance learning integrates various theories and models; nevertheless, there is a movement toward acceptance models and how to incorporate more relevant theories within the framework of distance learning. Future studies should integrate other aspects such as student motivation, student acceptance of technology, and student preparedness and desire to utilize technology in learning environments. As most research samples students, a research gap involving instructors and heterogeneous groups is proposed. It is projected that quantitative research will predominate in the future, leaving qualitative and mixed approaches as areas of investigation. 
  • 2.0K
  • 10 Feb 2023
Topic Review
Abecedarian Approach
The Abecedarian Approach is an early intervention and contains a broad-spectrum adult/child curriculum. The Approach has been studied in three longitudinal randomized controlled trials in the USA, starting in 1972 and continuing today. Recent research studies in multiple countries have examined the Abecedarian Approach during the first three years of life. The collective findings from these studies lead to the conclusion that human development is malleable, especially in the years before school entry, and that high-quality early intervention exerts positive, early, and long-lasting influences on cognitive development, social development, and mental health. 
  • 2.0K
  • 30 Jul 2021
Topic Review
Instructional Scaffolding
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies. Instructional scaffolding provides sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include resource, compelling task, templates and guides, and/or guidance on the development of cognitive and social skills. Instructional scaffolding could be employed through modeling a task, giving advice, and/or providing coaching. These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotor learning skills and knowledge. Teachers help the students master a task or a concept by providing support. The support can take many forms such as outlines, recommended documents, storyboards, or key questions.
  • 2.0K
  • 01 Nov 2022
Topic Review
Kinesthetic Learning
Kinesthetic learning (American English), kinaesthetic learning (British English), or tactile learning is a learning style in which learning takes place by the students carrying out physical activities, rather than listening to a lecture or watching demonstrations. As cited by Favre (2009), Dunn and Dunn define kinesthetic learners as students who require whole-body movement to process new and difficult information.
  • 2.0K
  • 11 Oct 2022
Topic Review
Teachers’ Knowledge Regarding Autism
The increasing number of students with autism spectrum disorder (ASD) in mainstream education environments require teachers to know how to identify their needs, being capable to adapt their education processes and make their inclusion easier. Therefore, it is necessary that the initial and continuous training of teachers include content and skills related to the education of children with ASD. Research results carried out on this topic suggest that teachers’ knowledge of ASD is poor. It depends on the education stage (being higher in early childhood teachers and in University professors), prior training and possible prior contact with students with ASD.
  • 2.0K
  • 24 May 2021
Topic Review
Learning Disability
Learning disability, learning disorder, or learning difficulty (British English) is a condition in the brain that causes difficulties comprehending or processing information and can be caused by several different factors. Given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different manner. Therefore, some people can be more accurately described as having a "learning difference", thus avoiding any misconception of being disabled with a lack of ability to learn and possible negative stereotyping. In the United Kingdom, the term "learning disability" generally refers to an intellectual disability, while difficulties such as dyslexia and dyspraxia are usually referred to as "learning difficulties". While learning disability and learning disorder are often used interchangeably, they differ in many ways. Disorder refers to significant learning problems in an academic area. These problems, however, are not enough to warrant an official diagnosis. Learning disability, on the other hand, is an official clinical diagnosis, whereby the individual meets certain criteria, as determined by a professional (such as a psychologist, psychiatrist, speech language pathologist, or pediatrician). The difference is in degree, frequency, and intensity of reported symptoms and problems, and thus the two should not be confused. When the term "learning disorder" is used, it describes a group of disorders characterized by inadequate development of specific academic, language, and speech skills. Types of learning disorders include reading (dyslexia), arithmetic (dyscalculia) and writing (dysgraphia). The unknown factor is the disorder that affects the brain's ability to receive and process information. This disorder can make it problematic for a person to learn as quickly or in the same way as someone who is not affected by a learning disability. People with a learning disability have trouble performing specific types of skills or completing tasks if left to figure things out by themselves or if taught in conventional ways. Individuals with learning disabilities can face unique challenges that are often pervasive throughout the lifespan. Depending on the type and severity of the disability, interventions, and current technologies may be used to help the individual learn strategies that will foster future success. Some interventions can be quite simplistic, while others are intricate and complex. Current technologies may require student training to be effective classroom supports. Teachers, parents, and schools can create plans together that tailor intervention and accommodations to aid the individuals in successfully becoming independent learners. A multi-disciplinary team frequently helps to design the intervention and to coordinate the execution of the intervention with teachers and parents. This team frequently includes school psychologists, special educators, speech therapists (pathologists), occupational therapists, psychologists, ESL teachers, literacy coaches, and/or reading specialists.
  • 1.9K
  • 10 Nov 2022
Topic Review
Emotional and Behavioral Disorders
Emotional and behavioral disorders (EBD; also known as behavioral and emotional disorders) refer to a disability classification used in educational settings that allows educational institutions to provide special education and related services to students who have displayed poor social and/or academic progress. The classification is often given to students after conducting a Functional Behavior Analysis. These students need individualized behavior supports such as a Behavior Intervention Plan, to receive a free and appropriate public education. Students with EBD may be eligible for an Individualized Education Plan (IEP) and/or accommodations in the classroom through a 504 Plan.
  • 1.9K
  • 11 Nov 2022
Topic Review
School Recess: Safety Situations and Assumable Risk
Recess at school takes place during the school day to provide the children with a change from academic activities. In the field of education, rest times within the academic activities at school are necessary for the healthy development of children and as tools to promote learning, bringing health, social, cognitive, and developmental benefits.
  • 1.9K
  • 21 Apr 2022
Topic Review
Educational Disadvantage Indicators
The pupil weighting system is the core financial element of the Dutch Educational Disadvantage Policy. This policy departs from the idea that children who grow up in an environment where specific “cultural capital” is lacking, face a grave risk of developing severe educational arrears right from their start in school. To compensate for this “deficit”, primary schools and other educational and welfare institutions receive additional budgets from the Ministry of Education they can use for providing extra help to the policy’s target groups. The amount of extra budget is based on socio-economic and ethnic factors in the children’s home situation. Since its implementation in 1974 the system has been changed several times. These changes are described here. For the 2019/20 school year a new system has been developed. Some points of criticism are presented; the most important is that there is no evidence that the system which has cost some 20 billion euros has been effective. 
  • 1.9K
  • 03 Nov 2020
Topic Review
Teacher-Pupil Ethnicity Match and Achievement
In many countries, ethnic minority teachers are strongly underrepresented. It is often assumed that if there were more minority teachers, minority pupils would achieve much better. This assumption has rarely been empirically tested. In search of proof, the present study reviews the literature. 24 relevant studies were found, all pertaining to the US. The findings show that there is little empirical evidence that a stronger degree of ethnic match, be it in the form of a one-to-one coupling of teachers to pupils with the same ethnic background, or a larger share of minority teachers at an ethnically mixed school, leads to predominantly positive results. Insofar positive effects were found, they apply to a greater extent to subjective teacher evaluations than to objective achievement outcome measures.
  • 1.8K
  • 03 Nov 2020
Topic Review
Students' Union
A students' union, student government, free student union, student senate, students' association, guild of students, or government of student body is a student organization present in many colleges, universities, and high schools. In higher education, the students' union is often accorded its own building on the campus, dedicated to social, organizational activities, representation, and academic support of the membership. In the United States, student union often only refers to a physical building owned by the university with the purpose of providing services for students without a governing body. This building is also referred to as a student activity center, although the Association of College Unions International (largely US-based) has hundreds of campus organizational members. Outside the US, student union and students' union refer to a representative body, as distinct from a student activity centre.
  • 1.8K
  • 01 Dec 2022
Topic Review Peer Reviewed
Implementation of Blended Learning during COVID-19
Blended learning (BL) is a teaching model that combines face-to-face activities in the classroom with activities outside the classroom through the introduction of technology that is computer-based, distance, or mobile learning, among others. There are several BL models to adopt, depending on the importance and extent to which the technology is used. It brings great benefits to the learner and involves teachers in the design of new teaching methods.
  • 1.7K
  • 26 Oct 2022
Topic Review
Brahmanical System of Education
Brahmanical System of Education was an ancient system of education in ancient India. It was based on Vedic tradition.
  • 1.7K
  • 03 Apr 2023
Topic Review
Early Childhood Education
Early Childhood Education (ECE) often is part of a broader educational disadvantage policy and offers institutional compensatory programs to young children who lack specific educational stimulation in the home environment. ECE typically aims at children from deprived socioeconomic backgrounds and those of immigrant origin. Although ECE nowadays is widespread and accepted as perhaps the most important means of preventing and combating educational disadvantage, the controversy surrounding the evidence of effects and thus the justification and foundation of ECE provisions still is not solved. This article focuses on the basis (or lack of it) of ECE in the Netherlands.
  • 1.7K
  • 03 Nov 2020
Topic Review
Learning Crisis
The learning crisis is the reality that while the majority of children around the world attend school, a large proportion of them are not learning. A World Bank study found that "53 percent of children in low- and middle-income countries cannot read and understand a simple story by the end of primary school." While schooling has increased rapidly over the last few decades, learning has not followed suit. Many education systems leave lots of children behind in learning as they progress in schooling. For example, in India, over half of Grade 5 students have not mastered Grade 2 literacy. In Nigeria, only about 1 in 10 women who completed Grade 6 can read a single sentence in their native language. Across seven low- and middle-income countries that participated in PISA for Development, only 12 percent of children who were tested met minimum proficiency levels for math, and just 23 percent for reading. While the skills of Brazilian 15-year-olds have improved in recent decades, at the current rate of improvement, students will not meet the average score of wealthy countries in math for 75 years. For reading, it will take more than 260 years. It is highly likely that the learning crisis will be further exacerbated with the onset of the COVID-19 pandemic and the vast disruptions that this pandemic caused for education across the globe.
  • 1.7K
  • 08 Nov 2022
Topic Review
21st Century Skills and Mobile-Technology-Supported Inquiry-Based Learning
The development of 21st-century skills is paramount. Among these skills, which encompass collaboration, communication, critical thinking, and creativity, Mobile-Technology-Supported Inquiry-Based Learning (mIBL) in Science Education emerges as a potent method for their enhancement.
  • 1.7K
  • 14 Nov 2023
Topic Review
The Perry High/Scope Preschool Program: A Critique
Early Childhood Education programs aim at preventing educational delays associated with socio-ethnic disadvantage in the home environment of young children. Advocates claim that such programs can be effective, provided they are of high quality. Despite the investment of enormous budgets, the educational gap between socio-economically deprived families and their wealthier counterparts is still widening. The question therefore is justified whether these claims are warranted. This article focuses on the internal and external validity of the most cited preschool program, the High/Scope Perry Preschool Project, which was carried out between 1962 and 1967 in one school in Ypsilant, MI. Are the program's effects as reported by, e.g. Lawrence Schweinhart and James Heckman, reliable and valid? And is it really possible to generalize the findings of this so-called model program to other programs, target groups, settings and conditions, as is being claimed?
  • 1.7K
  • 21 Aug 2023
Topic Review
Informal Learning
Informal learning is characterized “by a low degree of planning and organizing in terms of the learning context, learning support, learning time, and learning objectives”. It differs from formal learning, non-formal learning, and self-regulated learning, because it has no set objective in terms of learning outcomes, but an intent to act from the learner’s standpoint (e.g., to solve a problem). Typical mechanisms of informal learning include trial and error or learning-by-doing, modeling, feedback, and reflection. For learners this includes heuristic language building, socialization, enculturation, and play. Informal learning is a pervasive ongoing phenomenon of learning via participation or learning via knowledge creation, in contrast with the traditional view of teacher-centered learning via knowledge acquisition. Estimates suggest that about 70-90 percent of adult learning takes place informally and outside educational institutions. The term is often conflated, however, with non-formal learning, and self-directed learning. It is widely used in the context of corporate training and education in relation to return on investment (ROI), or return on learning (ROL). It is also widely used when referring to science education, in relation to citizen science, or informal science education. The conflated meaning of informal and non-formal learning explicates mechanisms of learning that organically occur outside the realm of traditional instructor-led programs, e.g., reading self-selected books, participating in self-study programs, navigating performance support materials and systems, incidental skills practice, receptivity of coaching or mentoring, seeking advice from peers, or participation in communities of practice, to name a few. Informal learning is common in communities where individuals have opportunities to observe and participate in social activities. Advantages of informal learning cited include flexibility and adaptation to learning needs, direct transfer of learning into practice, and rapid resolution of (work-related) problems. For improving employees' performance, task execution is considered the most important source of learning.
  • 1.7K
  • 12 Dec 2022
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