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Values Education and Quality Teaching

The Double Helix Effect

  • Book
  • © 2009

Overview

Editors:
  1. Terry Lovat

    1. Newcastle University, Callaghan, Australia

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    You can also search for this editor in PubMed   Google Scholar

  2. Ron Toomey

    1. Newcastle University, Callaghan, Australia

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    You can also search for this editor in PubMed   Google Scholar

  • Presenting ground breaking research on the relationship of values education and quality teaching
  • The theory presented in this book is a truly international innovation based on the best educational research findings
  • Has impact on teaching and schooling across the globe

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Table of contents (9 chapters)

  1. Front Matter

    Pages I-XVIII
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  2. Values Education and Quality Teaching: Two Sides of the Learning Coin

    • Terry Lovat
    Pages 1-11

  3. Perspectives from Research and Practice in Values Education

    • Neville Clement
    Pages 13-25

  4. Student Action Teams, Values Education and Quality Teaching and Learning—Case Study from the Manningham Cluster, Victoria

    • Judith Chapman, Sue Cahill, Roger Holdsworth
    Pages 27-43

  5. Placing Values at the Centre of School Policy and Classroom Practice—A Case Study of Modbury School, South Australia

    • Colin MacMullin, Lina Scalfino
    Pages 45-62

  6. Moving Values Beyond the Half Hour: Peer Leadership and School Vision—A Case Study of the Townsville Cluster, Queensland

    • Angela Hill, Malcolm Vick
    Pages 63-82

  7. Valuing Diversity in Children’s Voice: A Case Study of Children, Stewardship and Mapping the Care of Special Places in the Western Australian Cluster

    • Kathryn Netherwood, Jenny Buchanan, David Palmer, Laura Stocker, Barry Down
    Pages 83-103

  8. Values and Quality Teaching at West Kidlington Primary School

    • Neil Hawkes
    Pages 105-120

  9. A Perfect Match: Living Values Educational Program and Aventura City of Excellence School, USA

    • Kathleen Shea, Katherine Bray Murphy
    Pages 121-140

  10. The Double Helix and Its Implications for the Professional Lifelong Learning of Teachers

    • Ron Toomey
    Pages 141-149

  11. Back Matter

    Pages 151-171
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Keywords

About this book

Some revision of public schooling history is necessary to challenge the dominant mythology that public schools were established on the grounds of values-neutrality. In fact, those responsible for the foundations of public education in Australia were sufficiently pragmatic to know that its success relied on its charter being in accord with public sentiment. Part of the pragmatism was in convincing those whose main experience of education had been through some form of church-based education that state-based education was capable of meeting the same ends. Hence, the documents of the 1870s and 1880s that contained the charters of the various state and territory systems witness to a breadth of vision about the scope of education. Beyond the standard goals of literacy and numeracy, education was said to be capable of assuring personal morality for each individual and a suitable citizenry for the soon-to-be new nation. As an instance, the NSW Public Instr- tion Act of 1880 (cf. NSW, 1912), under the rubric of “religious teaching”, stressed the need for students to be inculcated into the values of their society, including understanding the role that religious values had played in forming that society’s legal codes and social ethics. The notion, therefore, that public education is part of a deep and ancient heritage around values neutrality is mistaken and in need of se- ous revision. The evidence suggests that public education’s initial conception was of being the complete educator, not only of young people’s minds but of their inner character as well.

Editors and Affiliations

  • Newcastle University, Callaghan, Australia

    Terry Lovat, Ron Toomey

About the editors

Terry Lovat is Professor of Education and Pro Vice-Chancellor at The University of Newcastle. He is chief investigator on the Australian Government Partnerships Project in Values Education with the Australian Council of Deans of Education, and is a consultant on several other Values Education projects funded by the Australian Government.

Ron Toomey is an Adjunct Professor in the Centre for Lifelong Learning at Australian Catholic University. He manages the Australian Council of Deans of Education Values Education Project as well as the research aspects of the Values Education Good Practice Schools Project for Curriculum Corporation Australia.

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