New In Ed Practices

Educational Practices 27 and 28 now available

Two new pamphlets have been added to the Educational Practices Series: 27 - Task, Teaching and Learning: Improving the Quality of Education for Economically Disadvantaged Students by Lorin W. Anderson and Ana Pešikan and 28 - Guiding Principles for Learning in the Twenty-first Century by Conrad Hughes and Clementina Acedo 

 

Task, Teaching and Learning: Improving the Quality of Education for Economically Disadvantaged Students by Lorin W. Anderson and Ana Pešikan

Because tasks are so prevalent at all school levels, they are often forgotten as a focus area in attempts to list the characteristics of effective teachers or “best teaching practices”. In rather comprehensive lists prepared by researchers and educational practitioners, one rarely encounters the terms “work,” “assignment,” or “task.” The purpose of this booklet, then, is to describe the central role that tasks play (or, perhaps more accurately, should play) in school learning, particularly in efforts to improve the quality of education for economically disadvantaged children and youth. In this booklet we offer a set of eight principles that, when properly applied, should enable teachers to (1) understand more fully the tasks they are using, (2) increase awareness of the reasons for using the tasks, and (3) design, select, and use tasks more effectively with economically disadvantaged children and youth.

Guiding Principles for Learning in the Twenty-first Century by Conrad Hughes and Clementina Acedo

The purpose of this booklet is to offer guiding principles about learning in the twenty-first century. It is intended for teachers, curriculum designers, school leaders, and others involved in all levels of school education and can be used for any age group, as the principles it contains are general enough to be applied in different contexts. The guide offers a bridge between classroom practice, educational theory, and academic research. It draws on theories developed by researchers and teachers, and on an article of the same title published in Prospects (2014), along with the expertise of educational organizations.