Preface.- Introduction.- Section A: Values Education: Wellbeing, Curriculum and Pedagogy.- 1: The New Values Education: A Pedagogical Imperative for Student Wellbeing.- 2: Values Education, Instructional Scaffolding and Student Wellbeing.- 3: Student Wellbeing at School: the Actualization of Values in Education.- 4: Personal and Professional Values in Teaching.- 5: School Values and Effective Pedagogy: Case Studies of Two Leading Edge Schools in England.- 6: When Research Meets Practice in Values Education: Lessons from the American Experience.- 7: Mathematics Education and Student Values: the Cultivation of Mathematical Wellbeing.- 8: Value in Shadows: a Critical Contribution to Values Education in Our Times.- 9: Teacher Values Underlying Professional Ethics.- 10: Teachers as Key Players in Values Education: Implications for Teacher Formation.- 11: Valuing the Self.- 12: Values and Wellbeing in the Curriculum: Personal and Public Dimensions.- 13: Classroom-based Practice in Values Education.- 14: Values Education and the National Curriculum in England.- 15: Teacher Practice and Students' Sense of Belonging.- 16: Values of Problem-based Learning: Perceptions of Facilitators in an Initial Teacher Training Programme at Temasek Polytechnic, a Singapore Institution of Higher Learning.- 17: Values, Wellness and the Social Sciences Curriculum.- 18: Inspiration as a Thought-provoking Concept for Values Education.- 19: Values Education and the Hidden Curriculum.- 20: Towards an Ethics of Integration in Education.- Section B: Values Education: Wellbeing and Personal Integrity.- 21: New Research Directions in Character and Values Education in the UK.- 22: Nurturing Teacher Wellbeing through Values Education.- 23: Embracing Philosophy and Raising the Standard of Pre-service Teacher Education Programs.- 24: Re-visiting the 'Quiet Revolution'.- 25: Promoting Student Resilience and Wellbeing: Asia-Pacific Resilient Children and Communities Project.- 26: The Power of Character:Needed for, and Developed from, Teaching and Learning.- 27: Facilitating Values Education Leadership through Discovery of Personal Beliefs and Values.- 28: The Positive Action Program: Improving Academics, Behavior and Character by Teaching Comprehensive Skills for Successful Learning and Living.- 29: A Teacher's Duty: an Examination of the Short-term Impact of Values Education on Australian Primary School Teachers and Students.- 30: Continuity and Discontinuity in Character Education.- 31: Values Education and Whole Person Development in Ukraine: the Role of Vasyl Sukhomlinsky and Current Applications.- 32: Imaginative Education and the National Framework for Values Education in Australian Schools: Practical Implementations for Promoting Ethical Understanding.- 33: The Development Contours of Character.- 34: The Unhappy Moralist Effect: a Story of Hybrid Moral Dynamics.- Section C: Values Education: Wellbeing and Social Engagement.- 35: Toward Pedagogy of Giving for Wellbeing and Social Engagement.- 36: Values Education as an Ethical Dilemma about Sociability.- 37: Values Education, Mental Reality Constructs and Student Wellbeing.- 38: Building a Sustaining Classroom Climate for Purposeful Ethical Citizenship.- 39: Valuing Social and Emotional Connectedness among Learners at all Levels: Creating New Kinds of Conversations for Resilient Relationships.- 40: Teach Our Children Well: a Social Work Perspective on Integrating Values Education.- 41: Making Values Education Real: Exploring the Nexus between Service Learning and Values Education.- 42: Passion and Purpose: Teacher Professional Development and Student Social and Civic Growth.- 43: Education and Diversity: Values Education and Cross-cultural Learning through Socratic Dialogue and the Visual Arts.- 44: Developing Student Wellbeing through Education for Sustainability: Learning from School Experience.- 45: Translating Values Education into Values Action: Attempts, Obstacles and Potential for the Future.- 46: Ac
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