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001484193 003__ OCoLC
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001484193 019__ $$a1409671632
001484193 020__ $$a9783031244209$$qelectronic book
001484193 020__ $$a3031244206$$qelectronic book
001484193 020__ $$z9783031244193
001484193 020__ $$z3031244192
001484193 0247_ $$a10.1007/978-3-031-24420-9$$2doi
001484193 035__ $$aSP(OCoLC)1409708011
001484193 040__ $$aEBLCP$$beng$$erda$$cEBLCP$$dYDX$$dGW5XE$$dOCLCO$$dYDX
001484193 049__ $$aISEA
001484193 050_4 $$aLC268$$b.S43 2023
001484193 08204 $$a370.11/4$$223/eng/20231122
001484193 24500 $$aSecond international research handbook on values education and student wellbeing /$$cTerence Lovat, Ron Toomey, Neville Clement, Kerry Dally, editors.
001484193 250__ $$aSecond edition.
001484193 264_1 $$aCham :$$bSpringer,$$c2023.
001484193 300__ $$a1 online resource (xxvii, 1174 pages) :$$billustrations (some color).
001484193 336__ $$atext$$btxt$$2rdacontent
001484193 337__ $$acomputer$$bc$$2rdamedia
001484193 338__ $$aonline resource$$bcr$$2rdacarrier
001484193 4901_ $$aSpringer International Handbooks of Education Series
001484193 500__ $$aIncludes index.
001484193 5058_ $$aIntro -- Preface -- Contents -- About the Editors -- About the Authors -- Contributors -- 1 Values Education and Good Practice Pedagogy -- Introduction -- Schooling and Disadvantage: Overturning Old Paradigms -- The Australian Values Education Program: An Emerging Double Helix -- Confirming the Double Helix: Values Pedagogy -- Calm -- Safe -- Relationships -- Service -- Conclusion -- References -- 2 Values-Based Education for a Better World -- Introduction -- Challenges and Opportunities -- Values-Based Education -- The Neuroscience of Body, Mind, and Spirit
001484193 5058_ $$aThe Emerging Neuroscience of Spirituality -- Developing a ``We ́́Mindset -- Education Practice Redefined -- Conclusion -- References -- 3 Student Wellbeing at School, Neurobiology, and the Actualization of Values -- Introduction -- 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
001484193 5058_ $$aWhy Neurobiology? -- Brain Lateralization: One Brain or Two? -- Emotion and Cognition -- Attachment, Resilience, Safety, and Trust -- Epigenetics, Brain Plasticity, and Development -- Summary -- Conclusion -- References -- 4 From Surviving to Thriving -- Introduction -- Values Education in the Australian Context -- Cluster Context and Program Implementation -- Cluster-Level Strategies -- School-Level Strategies -- Program Effects -- Student Surveys -- Acquisition of Values Language and Growth in Understanding -- Changes in School Climate and Student Well-Being -- Parent Surveys
001484193 5058_ $$aGeneralizing Values in the Home Context -- Classroom-Specific Values Pedagogy -- Discussion -- Conclusion -- References -- 5 Implementing and Evaluating PRIMED for Character Education in Colombian Schools Professional Development -- Introduction -- 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
001484193 5058_ $$aPlanning an Enhanced PRIMED Institute for Character Education -Colombia (PICE-C) -- Evaluating PRIMED Professional Development and Implementation Support -- Opening Retreat Satisfaction Survey -- Satisfaction Survey Description and Administration -- Satisfaction Survey Results -- Pandemic-Related Changes to Data Collection Plan -- PRIMED Focus Group: Description and Administration -- Potential Differences Between the Expected In-Person Team Focus Groups Versus the Zoom Cross-Team Focus Groups -- PRIMED Focus Group Results -- Immersive Experience -- Participants ́Examples and Perception of Changes Pre-Pandemic
001484193 506__ $$aAccess limited to authorized users.
001484193 520__ $$aThis collection applies the principles underlying values education to addressing the many social and learning challenges that impinge on education today . Insights in the fields of social and emotional learning, student wellbeing, and, increasingly, educational neuroscience have demonstrated that values education represents an efficacious pedagogy with holistic effects on students across a range of measures, including social, emotional, and intellectual outcomes. With schools in the 21st century confronting issues such as gender identity, stemming radicalism, mental health, equity for disadvantaged groups, bullying, respect, and the meaning of consent, values education offers a way of teaching and learning that integrates and enhances students affective and cognitive functioning. The earlier edition of this book has become a standard reference for scholars and practitioners in the fields of values education, moral education, and character education. Its citation rates, reads and downloads have been consistently and enduringly high, as have those of its companion text, Values Pedagogy and Student Achievement. A decade on, the main purpose of the revised edition is to update and incorporate new research and practice relevant to values education. Recent insights in the fields of neuroscience and social and emotional learning and their implications for education and student wellbeing are more overt than they were when the first edition was being compiled. Additionally, advanced thinking in the field of epistemology, how humans come to know and therefore learn, has also sharpened, especially through the later writings of prominent scholars like Jurgen Habermas. The revised edition has preserved the essential spirit and thrust of the original edition while making space for some of these new insights about the potential of values education to establish optimal and harmonious learning and social environments for both students and teachers.
001484193 650_6 $$aÉducation morale.
001484193 650_6 $$aPsychologie de l'apprentissage.
001484193 650_6 $$aMorale pratique$$xÉtude et enseignement.
001484193 650_6 $$aÉducation holistique.
001484193 650_6 $$aBien-être.
001484193 650_0 $$aMoral education.$$zUnited States$$0(DLC)sh2008107942
001484193 650_0 $$aValues$$xStudy and teaching.
001484193 650_0 $$aLearning, Psychology of.$$vCase studies$$0(DLC)sh2009129431
001484193 650_0 $$aConduct of life$$xStudy and teaching.
001484193 650_0 $$aHolistic education.$$0(DLC)sh2004002978
001484193 650_0 $$aWell-being.$$xAge factors$$0(DLC)sh2006003455
001484193 655_0 $$aElectronic books.
001484193 7001_ $$aLovat, Terry.
001484193 7001_ $$aToomey, Ron.
001484193 7001_ $$aClement, Neville.
001484193 7001_ $$aDally, Kerry.
001484193 77608 $$iPrint version:$$aLovat, Terence$$tSecond International Research Handbook on Values Education and Student Wellbeing$$dCham : Springer International Publishing AG,c2023$$z9783031244193
001484193 830_0 $$aSpringer international handbooks of education.
001484193 852__ $$bebk
001484193 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-24420-9$$zOnline Access$$91397441.1
001484193 909CO $$ooai:library.usi.edu:1484193$$pGLOBAL_SET
001484193 980__ $$aBIB
001484193 980__ $$aEBOOK
001484193 982__ $$aEbook
001484193 983__ $$aOnline
001484193 994__ $$a92$$bISE