Perspectives from Research and Practice in Values Education
As we saw in the previous chapter we now know from the school effectiveness research that the single most influential factor regarding student improvement is the classroom teacher. We also know that teachers’ subject “content” knowledge and their “pedagogical” knowledge play a crucial role in enabling student improvement. With regard to the latter, the literature suggests that values are not an “added extra” to education, but rather, that values are at the very core of quality teaching in that students learn best in a learning situation consciously structured around positive values of care and concern for student progress.
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