Educational Philosophy and Theory 42 (4):489-500 (2010)

Abstract
The article will focus on the implicit values dimension that is evident in research findings concerning quality teaching. Furthermore, it sets out to demonstrate that maximizing the effects of quality teaching requires explicit attention to this values dimension and that this can be achieved through a well-crafted values education program. Evidence for this latter claim will come from international studies as well as from the Australian Government's Values Education Program and, especially from the Values Education Good Practice Schools Project Stage 1 Report (DEST, 2006).
Keywords education  synergy  values  teaching  quality
Categories (categorize this paper)
DOI 10.1111/j.1469-5812.2008.00469.x
Options
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

PhilArchive copy


Upload a copy of this paper     Check publisher's policy     Papers currently archived: 58,836
Through your library

References found in this work BETA

Knowledge and Human Interests.Jürgen Habermas - 1978 - Heinemann Educational.
Moral Consciousness and Communicative Action.David M. Rasmussen - 1993 - Philosophical Quarterly 43 (173):571.
Knowledge and Human Interests.Howard L. Parsons - 1972 - Philosophy and Phenomenological Research 33 (2):281-282.

View all 13 references / Add more references

Citations of this work BETA

Virtue, Practical Wisdom and Character in Teaching.Sandra Cooke & David Carr - 2014 - British Journal of Educational Studies 62 (2):91-110.

Add more citations

Similar books and articles

Analytics

Added to PP index
2010-05-18

Total views
55 ( #185,489 of 2,426,044 )

Recent downloads (6 months)
1 ( #543,466 of 2,426,044 )

How can I increase my downloads?

Downloads

My notes