Archives

• Values and Ethics in Educational

  Vol. 11 No. 1 (2014)

  ETHICAL LEADERSHIP: A TEXAS SCHOOL DISTRICT’S EFFORTS TOWARD CULTURAL PROFICIENCY

• Values and Ethics in Educational Administration

  Vol. 1 No. 4 (2003)

  DEVELOPING REFLECTIVE HABITS OF MIND

  The intent of this article is to explore the nature of reflective practice by comparing and contrasting school principals' perspectives about reflective practice with the portrayals presented in professional literature.

• Values and Ethics in Educational

  Vol. 8 No. 3 (2010)

  THE PLACE OF PERSONAL VALUES IN EDUCATIONAL LEADERSHIP IN PAKISTAN

• Values and Ethics in Educational

  Vol. 7 No. 2 (2009)

  PROMOTING MORAL LITERACY TEACHING COMPETENCY

• Values and Ethics in Educational

  Vol. 6 No. 1 (2007)

  EMPERICAL VERIFICATIONS OF NORMATIVE ETHICAL POSTURES AND VALUATION PROCESSES IN EDUCATIONL LEADERSHIP

• Values and Ethics in Educational Administration

  Vol. 4 No. 4 (2006)

  BEYOND AUTHENTICITY: CONTEMPORARY LEADERSHIP FROM A WORLDVIEW PERSPECTIVE

• Values and Ethics in Educational

  Vol. 15 No. 2 (2020)

  Contemplation for Educators: Theoretical, Ethical, and Practical Dimensions Drawn from the Catholic Intellectual Tradition

• Values and Ethics in Educational Administration

  Vol. 3 No. 3 (2005)

  CHOOSING OUR LEGACY: OVERCOMING VALUE CONFLICTS THAT FRUSTRATE SOCIETY’S EFFORTS TO DEAL WITH ENVIRONMENTAL CHALLENGES

• Values and Ethics in Educational

  Vol. 13 No. 1 (2017)

  Social Injustices in Schools: Principals’ Perception

• Values and Ethics in Educational Administration

  Vol. 2 No. 2 (2004)

  ETHICS AND VALUES IN LEADERSHIP PREPARATION PROGRAMS: FINDING THE NORTH STAR IN THE DUST STORM

• Values and Ethics in Educational

  Vol. 11 No. 3 (2015)

  GENERAL AND SPECIAL EDUCATION HIGH SCHOOL TEACHERS’ PERSPECTIVES OF FULL MEMBERSHIP FOR STUDENTS WITH DISABILITIES

• Values and Ethics in Educational

  Vol. 9 No. 1 (2010)

  TOWARDS THE CULTIVATION OF FULL MEMBERSHIP IN SCHOOLS

• Values and Ethics in Educational Administration

  Vol. 1 No. 1 (2002)

  HODGKINSON’S PARADOXICAL PARADIGM

• Values and Ethics in Educational

  Vol. 7 No. 4 (2009)

  STRATEGIES, ACCOUNTABILITY AND DEMOCRATIC VALUES: A SUCCESSFUL PRINCIPAL IN A SWEDISH SCHOOL

• Values and Ethics in Educational

  Vol. 6 No. 3 (2008)

  FROM DISPOSITION TO ACTION: BRIDGING MORAL/ ETHICAL REASONING AND SOCIAL JUSTICE LEADERSHIP

• Values and Ethics in Educational Administration

  Vol. 5 No. 2 (2007)

  USING MORAL AND ETHICAL FRAMEWORKS AS INSTRUCTIONAL TOOLS IN HIGH SCHOOL SENIOR ENGLISH CLASSES

• Values and Ethics in Educational

  Vol. 16 No. 1 (2021)

  Values and the Ethics of Care: Four Portraits

• Values and Ethics in Educational Administration

  Vol. 4 No. 1 (2005)

  BUILDING CAPACITY IN SCHOOLS: SOME ETHICAL CONSIDERATIONS FOR AUTHENTIC LEADERSHIP AND LEARNING

• Values and Ethics in Educational

  Vol. 14 No. 1 (2019)

  Turbulent Ports in a Storm: The Impact of Newly Arrived Students Upon Schools in Sweden

• Values and Ethics in Educational Administration

  Vol. 2 No. 4 (2004)

  THE INEFFICIENCY OF THE “CULT OF EFFICIENCY”: IMPLICATIONS FOR PUBLIC SCHOOLING AND EDUCATION

• Values and Ethics in Educational

  Vol. 12 No. 1 (2016)

  UNDERSTANDING THE VALUES IN THE CHINESE HIGHER EDUCATION ACT: A POLICY ANALYSIS ON EDUCATIONAL PURPOSES

• Values and Ethics in Educational

  Vol. 10 No. 2 (2012)

  A SECOND LOOK AT AN ONTARIO PROVINCIAL STUDENT SUCCESS INITIATIVE: AN EMERGENT ETHIC OF CARE

• Values and Ethics in Educational Administration

  Vol. 1 No. 3 (2003)

  CONSTITUTIVE VALUES AND DAILY PRACTICE IN A SWEDISH SCHOOL

  Schooling is always a moral practice. It takes place inspecific contexts where social regulation is justified byreference to ethical codes and their specific values.Teachers' work is constituted by these values. Teachers actmorally, steering practice in particular directions. The taskis, however, never simple. In a context where the curriculumprovides an ethical framework and schooling operateswithin a moral framework, there is a perpetual struggle toalign personal values, school practices and the constitutivevalues of the national curriculum. This paper focuses on thatstruggle. It builds on a field study which investigates therelationship between school practices and the constitutivevalues explicitly endorsed in the Swedish nationalcurriculum. Episodes of moral steering are presentedtogether with the teachers' subsequent evaluation of theseincidents. These episodes suggest that insofar as individualbeliefs and moment-by-moment responses may lead toactions which counteract constitutive values, moral practicemust also be a deliberative practice where alternatives areweighed and courses of action are adopted.

• Values and Ethics in Educational

  Vol. 8 No. 2 (2010)

  FORMALIZING THINKING FOR MORALLY RESPONSIVE ADMINISTRATION

• Values and Ethics in Educational

  Vol. 7 No. 1 (2008)

  IN SCHOOL COMMUNICATION: DEVELOPING A PEDAGOGICALLY FOCUSSED SCHOOL CULTURE