Second international research handbook on values education and student wellbeing / Terence Lovat, Ron Toomey, Neville Clement, Kerry Dally, editors.
Lovat, Terry.; Toomey, Ron.; Clement, Neville.; Dally, Kerry.
2023
LC268 .S43 2023
Available Online

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Title
Second international research handbook on values education and student wellbeing / Terence Lovat, Ron Toomey, Neville Clement, Kerry Dally, editors.
Edition
Second edition.
ISBN
9783031244209 electronic book
3031244206 electronic book
9783031244193
3031244192
DOI
https://doi.org/10.1007/978-3-031-24420-9
Published
Cham : Springer, 2023.
Language
English
Description
1 online resource (xxvii, 1174 pages) : illustrations (some color).
Item Number
10.1007/978-3-031-24420-9 doi
Call Number
LC268 .S43 2023
Dewey Decimal Classification
370.11/4
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.
Note
Includes index.
Access Note
Access limited to authorized users.
Added Author
Lovat, Terry.
Toomey, Ron.
Clement, Neville.
Dally, Kerry.
Series
Springer international handbooks of education.
Available in Other Form
Second International Research Handbook on Values Education and Student Wellbeing
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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
Introduction
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
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

Why 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

Generalizing 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

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

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