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It develops a shared values language grounded in observable behaviours while positioning values education as essential to schooling. Teachers use action research to design authentic values activities and integrate parents into assessment. Parents reframe their view of teachers’ role in explicitly teaching values; students gain belonging, and future work targets hidden curriculum effects and inclusive classrooms.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reporting-values-partnership-with-parents-and-the-hidden-curriculum-a-qualitative-study/594152/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reporting-values-partnership-with-parents-and-the-hidden-curriculum-a-qualitative-study/594152.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What were the qualitative study’s two aims?","Question",{"text":112,"@type":113},"To develop a common values language supported by observable behaviours, and to establish that values education is fundamental to schooling.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did teachers and parents participate in the project?",{"text":117,"@type":113},"Teachers used action research to create authentic values activities and involve parents in the assessment process, leading parents to affirm teachers’ role in explicitly teaching values.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is the hidden curriculum important in this study?",{"text":121,"@type":113},"The paper frames values education as a way to examine non-academic outcomes that shape students’ educational experience and academic success, including factors that can limit belonging.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594152,1792189013,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Reporting Values, Partnership with Parents, and the Hidden Curriculum:  \nA Qualitative Study  \nVeronica Morcom  \nMurdoch University  \nAbstract: The Australian government funded the West Australian project ‘Reporting Values to Parents’ as part of ‘The Values in Action Schools Project’ (2009). The two aims ofthe qualitative study were to develop a common values language supported by observable behaviours and an appreciation that values education is fundamental to schooling. Teachers used an action research process to create  \nauthentic values activities and involve parents in the assessment process. Parents shifted their perspectives to ratify teachers’ role to teach values explicitly. Students experienced a deeper sense of  \nconnection and belonging at school. Educators can adapt the  \nactivities in this paper to infuse values into their teaching. Future  \nresearch is warranted to support and retain preservice teachers by  \nexamining the ‘hidden curriculum’ and personal biases to create inclusive classrooms. All students have a right to access an education that reflects their interests and values and teachers need urgent  \nsupportfor this quest.  \nIntroduction  \nSchools are major institutions where students are educated and socialised to participate in Australia’s democratic society. A teacher’s traditional role is to focus on the academic outcomes at school. However, students also learn about cultural norms and values indirectly, which is referred to as the ‘hidden curriculum ’ and includes all the non-academic schooling outcomes of schooling that significantly impact students’ educational experience and academic success, particularly for Indigenous students whose voices may not consistently be recognised (Rahman, 2013; Sari & Doganay, 2009) .  \nIn the 1990s, there was a resurgence of interest in Values Education, and parents wanted to know what was happening in schools (Lovat & Toomey, 2007) . In response, the government funded the National Values Initiative from 2003 to 2010. After consultation with community groups, nine core values underpinning Australia’s democracy became the basis for The National Framework for Values Education in Australian Schools (Department of Education, Employment and Workplace Relations [DEEWR], 2005) . The values were care and compassion, doing your best, freedom, fair go, honesty, trustworthiness, integrity, respect, responsibility, understanding, tolerance, and inclusion. To embed Values Education as an integral part of schooling all education ministers endorsed The Melbourne Declaration (Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA], 2008) and agreed to two educational goals for young Australians.  \n1. Australian schooling promotes equity and excellence.  \n2. All young Australians become successful learners, confident and creative individuals, active and informed citizens.  \nA decade later, in 2019, The Melbourne Declaration was updated with The Alice Springs (Mparntwe) Educational Declaration (Department of Education, Skills, and Employment [DESE], 2021) and the Aboriginal name ‘Mparntwe’ was used for Alice Springs. This was an essential step in recognising the Arrernte people as the traditional landowners (Gunawardena & Brown, 2021) and raising awareness for educators oftheir responsibility to build inclusive educational communities.  \nBefore this update, substantial funding was provided across school sectors to realise the government’s vision of providing a solid basis for implementing values Education in the Australian curriculum. Quality values education programs were already happening in schools (2005-2009) and were shared during three stages of funding for ‘The Values Education Good Practice Schools Projects’ (VEGPS, 2005-2006; 2006-2008) and ‘The Values in Action Schools Project’(VASP, 2009) .  \nThe subject of this paper is the examination of the close-level work of teachers from the Western Australian project, Reporting Values to Parents, a new init","cbCaideyYFuzWa7d","https://ap.wps.com/l/cbCaideyYFuzWa7d","pdf",280766,16,"English","# Introduction\n## Values education policy context\n## Hidden curriculum and indirect learning\n## Study aims and methodology overview\n## Significance and future research","[{\"question\":\"What were the qualitative study’s two aims?\",\"answer\":\"To develop a common values language supported by observable behaviours, and to establish that values education is fundamental to schooling.\"},{\"question\":\"How did teachers and parents participate in the project?\",\"answer\":\"Teachers used action research to create authentic values activities and involve parents in the assessment process, leading parents to affirm teachers’ role in explicitly teaching values.\"},{\"question\":\"Why is the hidden curriculum important in this study?\",\"answer\":\"The paper frames values education as a way to examine non-academic outcomes that shape students’ educational experience and academic success, including factors that can limit belonging.\"}]","Reporting Values, Partnership with Parents, and the Hidden Curriculum - A Qualitative Study | PDF",1792078621]