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).