Institutional Issues: Pupils, Schools and Teacher Education

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  • Edition: 1st
  • Format: Hardcover
  • Copyright: 1999-12-01
  • Publisher: RoutledgeFalmer

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A comprehensive treatment of the current concern with values in education. In six volumes, a team of over 120 contributors and experts from around the world examine the issues and place them in a context of culture and diversity. Volumes 1 to 3 provide a wide-ranging consideration of the diversity of values in education at all levels, and thus represents a framework for the focus of Volumes 4 to 6, which focus more specifically on values education (moral, religious, spiritual and political). Overall the six volumes bring together the fundamental domain of values with the important issue of pluralism and the world of independent cultural traditions, to generate new, fruitful and progressive reflection and exemplars of good practice. Handomsley bound and printed they are an essential reference tool and represent a significant contribution of interest and benefit to educators, policy makers, parents, academic, researchers and student teachers. Volume 2 considers values and culture at the institutional level.What constitutes a good 'whole school' approach in this arena? This book discusses key issues and reports on whole-school initiatives around the world. Several contributions focus on the vital issue of teacher education.

Author Biography

David N. Aspin: Professor of Philosophy of Education, Faculty of Education, Monash University, Australia Maria Paz Avery: Senior Project Director, Education Development Centre, Massachusetts, USA Jean M. Bigger: Former Deputy Head Teacher, now a Lecturer at Swindon College, UK Karen Caple: Coordinator, Schools Values Project, Association of Independent Schools of Western Australia, Australia Rhett Diessner: Professor of Psychology and Education at Lewis-Clark State College, Lewiston, Idaho, USA Yuval Dror: Senior Lecturer in Education, School of Education, Tel Aviv University (and Oranim Teachers College), Israel Philip Garner: Professor of Education, The Nottingham Trent University, UK Katherine Hanson: Senior Project Director, Education Development Centre, Massachusetts, USA Graham Haydon: Lecturer in Education, Institute of Education, University of London, UK Brian V. Hill: Professor of Education, School of Education, Murdoch University, Western Australia Peter Lang: Senior Lecturer in Education, Institute of Education, University of Warwick, UK Mal Leicester: Professor of Adult Learning and Teaching, University of Nottingham, UK Terence J. Lovat: Professor of Education, Dean of the Faculty of Education, University of Newcastle, Australia Michael Marland: Head Teacher, North Westminster Community School, London, UK Jane Martin: Research Fellow, School of Education, University of Birmingham, UK Celia Modgil: Senior Lecturer in Education, Goldsmiths College, London University, UK Sohan Modgil: Reader in Educational Research and Development, University of Brighton, UK Fernand Ouellet: Professor, Faculty of Theology, Ethics and Philosophy, University of Sherbrooke, Canada Jane Pearce: Lecturer in Education, School of Education, Murdoch University, Western Australia Ismael Abu Saad: Lecturer in Education, Ben-Gurian University of the Negev, Israel Cyril Simmons: Senior Lecturer, Department of Education, Loughborough University, UK Joan Stephenson: International Office, De Montfort University, UK, Former Head of Department of Education. Keith Sullivan: Senior Lecturer and Associate Dean of Postgraduate Students in Education, Victoria University of Wellington, New Zealand Monica J. Taylor: Principal Research Fellow, Editor of Journal of Moral Education, National Foundation for Educational Research in England and Wales, UK Bobbie Turniansky: Lecturer in Education, Ben-Gurian University of the Negev, Israel Heather Fiona Wainman: Head of Religious Education, The Hayfield School, Doncaster, UK

Table of Contents

Contributors vii
Editors' Foreword viii
Mal Leicester
Celia Modgil
Sohan Modgil
Part One: Pupils and Teachers
Understanding the Diversity of Diversity
Graham Haydon
Shock, Self-doubt and Rising to the Challenge: Non-Aboriginal Teachers Learn about Aboriginal Values
Jane Pearce
The Pupil Control Ideology of Teachers in Culturally Diverse Settings: The Case of Arab and Jewish Teachers in Israeli Public Secondary Schools
Ismael Abu Saad
Bobbie Turniansky
The Kibbutz Children's Society and Cultural Diversity: Lessons from the Past and Present
Yuval Dror
Adolescence, Education and Personal Values in Five Cultures
Cyril Simmons
Part Two: Institutional Issues
Governing Institutions in Contexts of Cultural Diversity
Jane Martin
Race Awareness and School Ethos: Reflections on School Management Issues
Jean M. Bigger
Parents, Schools and Values
Peter Lang
Racist Bullying: Creating Understanding and Strategies for Teachers
Keith Sullivan
Whose Knowledge? Values Education across National Boundaries
Joan Stephenson
Ethics and Values in Schools: Philosophical and Curricular Considerations
Terence J. Lovat
The Purpose and Context of Multi-cultural Education and its Justification in the Curriculum of Mono-cultural Schools
Heather Fiona Wainman
Valuing Diversity in Schools: Transforming Education through Humanistic Policy, Pedagogy and Practice
Katherine Hanson
Maria Paz Avery
Values, Beliefs and Attitudes in Education: The Nature of Values and their Place and Promotion in Schools
David N. Aspin
Ethics and Values in Secondary School Planning and Delivery
Michael Marland
Values Education: Issues and Challenges in Policy and School Practice
Monica J. Taylor
Part Three: Teacher Education
Training Teachers for Intercultural/Antiracist Education
Fernand Ouellet
A Black Hole for Values: Pupils with Problems and Teacher Education
Philip Garner
Crass Materialism: A Crucial Value Education Issue. A descriptive study of pre-service teachers' values
Rhett Diessner
Seeking a Value Consensus for Education
Brian V. Hill
Values in School Planning: Can they be Explicit?
Karen Caple
Index 227

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