No Surprise in the ‘Surprise Effect’ of Values Pedagogy: An Edusemiotic Analysis-Reference-Cited by-同舟云学术

No Surprise in the ‘Surprise Effect’ of Values Pedagogy: An Edusemiotic Analysis

Published:2016-10-18 Issue: Volume: Page:93-106
ISSN:
Container-title:Edusemiotics – A Handbook
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Author:

Lovat Terence J.

Publisher

Springer Singapore

Link

http://link.springer.com/content/pdf/10.1007/978-981-10-1495-6_7

Reference61 articles.

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3. Benninga, J., & Tracz, S. (2010). Continuity and discontinuity in character education. In T. Lovat, R. Toomey, & N. Clement (Eds.),International research handbook on values education and student wellbeing(pp. 521–548). Dordrecht, Netherlands: Springer.

4. Bita, N. (2014). Christopher Pyne leads back-to-basics drive in early years for numeracy and literacy.The Australian,December 8. Available at: http://www.theaustralian.com.au/national-affairs/education/christopher-pyne-leads-back-to-basics-drive-in-early-years-for-numeracy-and-literacy/story-fn59nlz9-1227147738093?sv=1d420d5481b0f07edecf6acd34bfdb2f

5. Bloom, B., Engelhardt, M., Furst, E., Hill, W., & Krathwohl, D. (1956).Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay.

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