Second International Research Handbook on Values Education and Student Wellbeing
Springer International Publishing (Verlag)
978-3-031-24419-3 (ISBN)
This collection applies the principles underlying values education to addressing the many social and learning challenges that impinge on education today . Insights in the fields of social and emotional learning, student wellbeing, and, increasingly, educational neuroscience have demonstrated that values education represents an efficacious pedagogy with holistic effects on students across a range of measures, including social, emotional, and intellectual outcomes. With schools in the 21st century confronting issues such as gender identity, stemming radicalism, mental health, equity for disadvantaged groups, bullying, respect, and the meaning of consent, values education offers a way of teaching and learning that integrates and enhances student's affective and cognitive functioning.
The earlier edition of this book has become a standard reference for scholars and practitioners in the fields of values education, moral education, and character education. Its citation rates, reads and downloads have been consistently and enduringly high, as have those of its companion text, Values Pedagogy and Student Achievement. A decade on, the main purpose of the revised edition is to update and incorporate new research and practice relevant to values education. Recent insights in the fields of neuroscience and social and emotional learning and their implications for education and student wellbeing are more overt than they were when the first edition was being compiled. Additionally, advanced thinking in the field of epistemology, how humans come to know and therefore learn, has also sharpened, especially through the later writings of prominent scholars like Jurgen Habermas. The revised edition has preserved the essential spirit and thrust of the original edition while making space for some of these new insights about the potential of values education to establish optimal and harmonious learning and social environments for both students and teachers.
lt;p> Terence Lovat (PhD) is Emeritus Professor, The University of Newcastle Australia. He has honorary appointments at The University of Oxford UK, The University of Glasgow UK, and Royal Roads University Canada. He was the Principal Research Investigator on multiple projects running through the Australian Values Education Program (2003-2010), a A$30m funded program. He was the Lead Editor of International Research Handbook on Values Education and Student Wellbeing (Springer, 2010), Lead Author of Values Pedagogy and Student Achievement (Springer, 2011) and Sole Author of The Art and Heart of Good Teaching: Values as the Pedagogy (Springer, 2019). He has sole or co-authored publications on Values Education in many high-ranking international journals, including Journal of Moral Education, Journal of Character Education, Educational Philosophy and Theory, International Journal of Educational Research, Cambridge Journal of Education and Oxford Review of Education. He has supervised and examined multiple PhDs in Values Education and has been invited to present keynote addresses on Values Education at international conferences in Australia, South-East Asia, India, China, Africa, the UK & Europe, and the Middle East.
Ron Toomey (PhD) is an Emeritus Professor at Victoria University in Melbourne Australia. As a young Humanities Head in Victorian Technical Schools, he worked alongside members of the Curriculum and Research Branch developing, trialling and refining Social Science curriculum materials for teachers and students designed to enable them to implement Louis Raths approaches to values clarification into the Social Sciences classrooms in Victorian schools. In the late seventies, when he held a senior post at what is now Queensland University of Technology, he was commissioned by the Australian Government's Federal Department of Education to undertake research informing Australia's first attempt to develop a national curriculum. This gave rise to the book Core Curriculum in Australian Schools: Case Studies of Relationships Between Values and Core Curriculum. Subsequently, his research addressed themes around curriculum, learning and teaching, the usage of information and communication technology in education, values education, linking industry and education, access and equity in education and teacher preparation and professional development. Over a long period of time, his research has been supported by the Australian Research Council, Commonwealth and State Governments, Industry sources including IBM, BP Australia and the Victorian Chamber of Commerce and Industry, the OECD and others. Over the past, fourteen or so years he has been a part of a team of researchers primarily working out of the University of Newcastle on a range of projects on Values Education. He has published over fifty peer reviewed books, chapters and articles, many of them on Values Education. He has given keynote addresses nationally and internationally on Values Education. At present, he is working with colleagues from Newcastle University and the Executive Director of the International Beliefs and Values Institute at Western Washington University together with staff and students at Toogoolawa School in Queensland on a study examining the capacity of Values Based Education to contribute to the wellbeing of Youth at Risk.
Neville Clement (PhD) is a Conjoint Fellow with the University of Newcastle, Australia. He was a Research Assistant on multiple projects running through the Australian Values Education Program (2003-2010) including its evaluation in 2009. Books, chapters and articles that Dr Clement has authored, co-authored or co-edited, include the topics of: values education, neuroscience and education, art education, time-bankin
Demonstrating the Value of Values-based Education: What We've Learned about Learning from the Beliefs, Events, and Values Inventory (BEVI).- New Research Directions in Character Virtues.- A reflection on the value implications for learner wellbeing of engagement in Vocational Education and Training.- Continuity and Discontinuity in Character Education.- Creating Compassionate Futures: Values-inspired Education.- Implementation and Evaluation of PRIMED for Character Education in Colombian Schools: A Cross-Cultural Collaboration.- Advancing the Science of Character Education: Twenty plus years of reviewing the literature in character education.- Sejahtera Academic Framework as values-based platform for IIUM post-pandemic education.- Classroom-based Practice in Values Education.- Personal and Professional Values in Teaching.
| Erscheinungsdatum | 30.08.2023 |
|---|---|
| Reihe/Serie | Springer International Handbooks of Education |
| Zusatzinfo | XXVII, 1174 p. 37 illus., 23 illus. in color. |
| Verlagsort | Cham |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Gewicht | 2112 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie | |
| Schlagworte | age-appropriate spiritual development • Character Education in Colombian schools • children's perceptions of school life • children’s perceptions of school life • communicative competence • conflict resolution course in Israel • Developmental Psychology • ecological values in students • Ethical Education • individual character education programs • psychospirituality • relational dimension for the teaching profession • role of education in a sustainable world • school curriculum in South Africa • Social and Emotional Learning • Social Sciences Curriculum • Student wellbeing • values-based education • Values Education in Australia • virtues in education |
| ISBN-10 | 3-031-24419-2 / 3031244192 |
| ISBN-13 | 978-3-031-24419-3 / 9783031244193 |
| Zustand | Neuware |
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