This book summarizes and updates findings from the Australian Values Education Program with a focus on the latest international research in the field, both theoretical and practice-based. Further, it provides a theoretical and practical basis for understanding the disenchantment with low-level accountability approaches to learning (e.g. NAPLAN in Australia).
In turn, the book demonstrates the effectiveness of Values Education as a holistic pedagogy with the potential to enhance students’ learning effects in terms of their personal, social, emotional and academic development. It offers well-tested alternative pedagogical approaches, based on research insights largely originating from actual classroom-based practice.
Inhoudsopgave
1 The Instrumentalist Curse: ‘NAPLAN must go!’.- 2 Values as Implicit and Explicit: The Two-sided Coin of Values Pedagogy.- 3 Findings from the Values Pedagogy Projects.- 4 Features of the Learning Ambience created by Values Pedagogy: Calmness, Positive Relationships and Safety & Security.- 5 Service Learning.- 6 The Theorist and the Practitioners.- 7 Concluding Thoughts.
Over de auteur
Terence Lovat was the Chief Investigator in the research and practice projects that ran as part of the government-funded Australian Values Education Program (2003-2010). He is an extensively published academic author, including many books and journal articles arising from his Values Education work. He is also a regular keynote speaker at international conferences, chiefly on Values Education.
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