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

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
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DOI 10.1111/j.1469-5812.2008.00469.x
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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.

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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.

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