ERIC Number: EJ822503
Record Type: Journal
Publication Date: 2008-Dec
Abstractor: As Provided
Reference Count: 83
The Pedagogical Imperative of Values Education
Lovat, Terence J.; Clement, Neville D.
Journal of Beliefs & Values, v29 n3 p273-285 Dec 2008
Recent research has exposed the potential of quality teaching to exercise a positive influence on student achievement. Extending beyond surface and factual learning, quality teaching has posited conceptions of "intellectual depth", "communicative competence" and "self-reflection" as being central to effective learning. Implicit in these conceptions are values dimensions reflected in notions of positive relationships, the centrality of student welfare, school coherence, ambience and organisation. The influences of these on student learning, welfare and progress have been observed across public, private and religious sectors, thus confirming earlier studies of similar phenomena in religious schools. Evidence from the Australian Government's Values Education Good Practice Schools Project indicates the benefit to all schools of reflecting on, re-evaluating and rethinking the implications of values education for curricula, classroom management and school ethos in the interests of student wellbeing and progress. This indicates a pedagogical imperative for values education which extends beyond boundaries of personal or systemic interests and ideologies.
Descriptors: Foreign Countries, Values Education, Ethical Instruction, Instruction, Church Related Colleges, Teacher Effectiveness, Classroom Techniques, Role of Education, Academic Achievement, Student Welfare, Communicative Competence (Languages), Teacher Student Relationship
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia