Values Education and Quality Teaching The Double Helix Effect
Values Education and Quality Teaching: The Double Helix Effect reports on the results of two of the major projects in the Australian Government’s Values Education Program. These results point to the fact that Values Education can no longer be seen as marg
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Terry Lovat · Ron Toomey Editors
Values Education and Quality Teaching The Double Helix Effect
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Editors Prof. Terry Lovat Newcastle University University Drive Callaghan NSW 2308 Australia [email protected]
ISBN 978-1-4020-9961-8
Prof. Ron Toomey Newcastle University University Drive Callaghan NSW 2308 Australia [email protected]
e-ISBN 978-1-4020-9962-5
DOI 10.1007/978-1-4020-9962-5 Library of Congress Control Number: 2009920099 c Springer Science+Business Media B.V. 2009 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper 9 8 7 6 5 4 3 2 1 springer.com
Acknowledgements
The work that gave rise to this book was funded by the Australian Government’s Department of Education Science and Training (DEST) as part of its commitment to the Values Education initiative that supports the implementation of the National Framework for Values Education in Australian Schools. The Australian authors were all engaged in projects related to this initiative and the overseas authors have been involved in some way in its work as well. Most of the authors were directly engaged in the single largest project, Values Education Good Practice Schools (VEGPS), a project managed for DEST by Curriculum Corporation. Between Stages 1 and 2 of this project, close to 400 schools across all sectors have been involved. Together with the other projects, including one sponsored by the Australian Council of Deans of Education, the majority of University teacher education units have been engaged. We are very grateful to DEST for the opportunity to be involved and particularly grateful for the way in which the Department has supported and encouraged the publication of this book. We wish to thank the VEGPS project management team at Curriculum Corporation for their support in the publishing the work of the project. The contribution of the school communities that are the subject of the case studies has been considerable and we thank them as well.
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Contents
1 Values Education and Quality Teaching: Two Sides of the Learning Coin Terry Lovat ........................................................................................................ 1 2
Perspectives from Research and Practice in Values Education Neville Clement .............................................................................................. 13
3
Student Action Teams, Values Education and Quality Teaching and Learning — Case Study from the Manningham Cluster, Victoria Judith Chapman, Sue Cahill and Roger Holdsworth ...................................... 27
4
Placing Values at the Centre of School Policy and Classroom Practice — A Case Study of Modbury School, S
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