Second international research handbook on values education and student wellbeing / Terence Lovat, Ron Toomey, Neville Clement, Kerry Dally, editors.

Format:

Book

Contributor:

Lovat, Terry.

Toomey, Ron.

Clement, Neville.

Dally, Kerry.

Series:

Springer international handbooks of education

Springer International Handbooks of Education Series

Language:

English

Subjects (All):

Moral education.

Values--Study and teaching.

Values.

Learning, Psychology of.

Conduct of life--Study and teaching.

Conduct of life.

Holistic education.

Well-being.

comfort (sensation).

Physical Description:

1 online resource (xxvii, 1174 pages) : illustrations (some color).

Edition:

Second edition.

Place of Publication:

Cham : Springer, 2023.

Summary:

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 students 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.

Contents:

Intro

Preface

Contents

About the Editors

About the Authors

Contributors

1 Values Education and Good Practice Pedagogy

Introduction

Schooling and Disadvantage: Overturning Old Paradigms

The Australian Values Education Program: An Emerging Double Helix

Confirming the Double Helix: Values Pedagogy

Calm

Safe

Relationships

Service

Conclusion

References

2 Values-Based Education for a Better World

Challenges and Opportunities

Values-Based Education

The Neuroscience of Body, Mind, and Spirit

The Emerging Neuroscience of Spirituality

Developing a ``We ́́Mindset

Education Practice Redefined

3 Student Wellbeing at School, Neurobiology, and the Actualization of Values

Student Wellbeing and the Actualization of Values

The Impact of Schools on Student Wellbeing

Teacher Support and Caring

School Climate

School Connectedness

Synthesis of Influences and the Relationship of Student Wellbeing to Academic Achievement

Values Education and Student Wellbeing

Summary

Neurobiology and Student Wellbeing at School

Why Neurobiology?

Brain Lateralization: One Brain or Two?

Emotion and Cognition

Attachment, Resilience, Safety, and Trust

Epigenetics, Brain Plasticity, and Development

4 From Surviving to Thriving

Values Education in the Australian Context

Cluster Context and Program Implementation

Cluster-Level Strategies

School-Level Strategies

Program Effects

Student Surveys

Acquisition of Values Language and Growth in Understanding

Changes in School Climate and Student Well-Being

Parent Surveys

Generalizing Values in the Home Context

Classroom-Specific Values Pedagogy

Discussion

5 Implementing and Evaluating PRIMED for Character Education in Colombian Schools Professional Development

Character Education in Colombia

The PRIMED for Character Education Conceptual Framework and Primary Translation Mechanism

Translating Research-Based PRIMED for Character Education Design Principles

Brief History of PRIMED and Successful Implementations of PICE

PRIMED in Colombia

Coschool Participant Recruitment

Planning an Enhanced PRIMED Institute for Character Education -Colombia (PICE-C)

Evaluating PRIMED Professional Development and Implementation Support

Opening Retreat Satisfaction Survey

Satisfaction Survey Description and Administration

Satisfaction Survey Results

Pandemic-Related Changes to Data Collection Plan

PRIMED Focus Group: Description and Administration

Potential Differences Between the Expected In-Person Team Focus Groups Versus the Zoom Cross-Team Focus Groups

PRIMED Focus Group Results

Immersive Experience

Participants ́Examples and Perception of Changes Pre-Pandemic

Notes:

Includes index.

Description based upon print version of record.

Other Format:

Print version: Lovat, Terence Second International Research Handbook on Values Education and Student Wellbeing

ISBN:

9783031244209

3031244206

OCLC:

1409708011

Access Restriction:

Restricted for use by site license.