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All Topic Review Biography
Topic Review
Constructing an Online Sustainable Educational Model
The outbreak of COVID-19 forced billions of learners to stay at home in order to receive online education.  Challenges should also be addressed to sustain online education during the pandemic. Designers, scientists, and teachers should make every effort to increase learning engagement, enhance learning supervision, formulate adequate emergency programs, minimize educational inequalities, solve technical issues, and formulate systematic learning management and organization. The sustainable online educational model may be updated and perfected by including more practical features in the future. 
  • 536
  • 16 May 2022
Topic Review
Parent-Implemented Early Start Denver Model
Autism spectrum disorder (ASD) is a neurodevelopmental disorder that can cause difficulties in communication and social interaction. Naturalistic developmental behavioral interventions (NDBIs) have been tested by clinical trials of behavioral treatments. NDBIs integrate developmental and relationship-based approaches with applied behavioral analysis (ABA) strategies and are implemented in the child’s day-to-day environment, including in play and routine activities where many learning opportunities can be embedded. Among evidence-based practices, the Early Start Denver Model (ESDM) is a representative approach to NDBIs. In addition, ESDM follows comprehensive NDBI principles, grounded in developmental and behavioral science and neuroscientific evidence.
  • 522
  • 22 Feb 2022
Topic Review
Teacher Agency
Teacher agency plays a critical role in sustaining early career teachers’ professional development. Teachers who are of proactive agency can stay true to themselves in seeking career development. Teachers who exercise proactive agency are more likely to regard themselves as a member of “a meaningful profession”, rather than doing “just a job” (p. 149). Teacher agency strengthens the teachers’ commitment to develop themselves as teachers. To provide implications for early career teachers’ professional development, it is essential to explore what shapes teachers’ enactment of agency, including resistance, ambivalence, and proactivity, and to examine the intricate relationship between teacher agency and identity commitment.
  • 518
  • 01 Sep 2021
Topic Review
Organizational Life Cycle Sustainability Assessment in University
Life cycle sustainability assessment (LCSA) is an approach utilized for products to analyze their sustainability indicators. Organizational life cycle sustainability assessment (OLCSA) is a new approach adopted from the LCSA framework, which consists of LCA + LCC + S-LCA. Similarly, O-LCSA comprises O-LCA + E-LCC + SO-LCA. 
  • 443
  • 23 Mar 2022
Topic Review Peer Reviewed
Public School Choice Options in the United States
Under the structure of compulsory education, students in the United States are required to attend school until at least 16 years of age, which can be done at a variety of educational institutions, both public and private. Amongst public schools, students are each assigned a neighborhood school but also frequently have the option to attend a choice school. While the purpose of neighborhood schools is to provide a guaranteed educational option that accommodates most students, choice schools serve varied purposes that accommodate specific learning styles and societal goals. Four types of publicly funded choice schools are magnet, charter, alternative, and virtual schools. While each was established to serve a specific societal goal, their purposes have shifted over time and have produced varied student outcomes, both academic and non-academic.
  • 387
  • 03 Jan 2024
Topic Review
Inclusive Education
Inclusive educational practices demand social justice where all students with special educational needs have the same right to access education, irrespective of their special needs. Increasingly, across the world, teachers are supporting and defending the inclusion of students with disabilities in mainstream schools and classrooms. 
  • 377
  • 25 Jun 2023
Topic Review
Student Accessibility Services in Higher Education Institutions
The Convention on the Rights of Persons with Disabilities (CRPD) highlights the right of people with disabilities to access education without discrimination and equal opportunities. In general terms, accessibility in education means that a person with disabilities must be able to "acquire the same information, engage in the same interactions, and enjoy the same services, in an equally effective and equally integrated manner, with substantially equivalent ease of use, as a person without disabilities". In higher education institutions (HEIs), this implies, as broadly as possible, environments (including virtual), processes, access to information, objects, tools, devices, communication, goods, and services, by considering universal design principles and reasonable adjustments.
  • 370
  • 07 Apr 2022
Topic Review
Accessible Higher-Education: A Framework for Continuous Improvement
The SARS-CoV-2 Coronavirus pandemic (COVID-19) forced educational institutions to move their programs to the virtual world, revealing needs such as the lack of accessibility of online resources and content. In this context, the Erasmus+ project "Technological Assistance to Accessibility in Virtual Higher Education (EduTech)”, proposed tools and knowledge focused on improving accessibility in Higher Education Institutions (HEIs). In this article, a framework that integrates all the findings of the EduTech project is presented. The proposed framework is aimed at facilitating the adoption of good practices related to technological accessibility in HEI. The framework considers the limitations and needs of the institutions in terms of governance and resources for improving accessibility. The framework was adopted by four Latin American HEIs to establish a continuous improvement strategy according to their needs and current level of accessibility focus. This research also shows the results and suggests that the proposal is adaptable to the needs of HEIs, allowing its implementation regardless of their organizational structure and their current level of attention to accessibility.
  • 351
  • 16 Oct 2023
Topic Review
Parental Involvement and Learners with Intellectual Disability
Intellectual disability is a lifelong condition with an estimated prevalence rate of 1–3% of the global population. Intellectual disability has a prehistorical origin that can be traced back to the Greek and Roman eras. Historic intellectual disability definitions were based solely on intelligence, with an emphasis on routine care and maintenance rather than treatment and care. Considering that learners with intellectual disabilities require more support in adaptive behavior and reasoning than their peers without intellectual disabilities, meeting these needs can be challenging for parents shortly after learning of the intellectual disability diagnosis; thus, parenting a child with intellectual disabilities is likely to result in some stress for parents. Therefore, parents require information, knowledge, and additional support in raising a learner with intellectual disabilities to enhance their support for these learners and increase their level of independence and development.
  • 314
  • 02 Aug 2023
Topic Review
Epistemic Injustice
Epistemic injustice constitutes psychological harm done to an individual based on prejudice about their capacity as a knower. The term is further divided into hermeneutical and testimonial injustice. Hermeneutical injustice occurs as a result of structural prejudice, whereas testimonial injustice is defined as prejudice that causes the hearer to ascribe a deflated level of credibility to the speaker.
  • 295
  • 21 Jun 2023
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