Date of Award

11-2011

Embargo Period

12-19-2017

Degree Type

Thesis

Degree Name

Bachelor of Arts/Bachelor of Teaching (Honours) BA/BTch (Hons)

Faculty

Education & Science

School

Education

First Advisor

Bev Christian

ANZSRC / FoR Code

13 EDUCATION

Abstract

In 2005, the Australian government introduced the Nine Values for Australian Schooling to the education arena. This study investigated the nature and impact of values education in three Kindergarten to Year 12 Adventist schools in New South Wales. It examined the effect of these approaches on the knowledge and understanding, and internalisation of the Nine Values for Australian Schooling of students in Year 7. Nine primary school teachers across the schools were interviewed in order to determine their approach to values education. Year 7 students from all three schools completed questionnaires to examine their knowledge and understanding, and internalisation of the Nine Values for Australian Schooling. Year 7 students from School 1 and 2 also participated in focus groups to further evaluate the depth of their understanding. Thematic analysis was employed with data gathered from the teacher interviews and student focus groups. Descriptive and inferential statistical analysis was employed with the questionnaire. The study concluded that teachers in Adventist schools are intentional in teaching values and use a variety of implicit and explicit teaching strategies although these strategies tend not to focus on experiential learning. It identified that students have a varied knowledge and understanding of the Nine Values for Australian Schooling that does not appear to be connected to gender, school or years at school. It also concluded that students generally have a high level of internalisation of values, although girls at this age rated higher than boys.

Comments

Used by permission: the author.

© 2011 Amy-Lyn Marks

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