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ERIC Number: ED471182
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
A Comparison of Four-Year Longitudinal Studies of Postconventional Moral Judgment Reasoning in Teacher Education and Other Selected Undergraduate Samples.
Reiman, Alan J.
This paper identifies moral judgment as a needed aim in higher education and teacher education, suggesting that moral issues are a central part of the content of various disciplines in higher education and noting that there are calls to integrate ethics across the curriculum. A cognitive-developmental theory that includes new social role-taking and guided inquiry is described as a potential framework for deliberative educational programming in undergraduate education and teacher education. This framework guided curricular design for two teacher education cohorts. Data were collected to examine students' moral judgment growth across their four-year college experience. A total of eight undergraduate longitudinal studies were compared for gains in postconventional moral judgment as measured by the Defining Issues Test (Rest, 1986). The average gain across the two teacher education cohorts was 12.31 with an averaged effect size of .62. The average gain score gain of 12.31 in postconventional moral judgment was very large. Results highlight a moderate and significant change in postconventional moral judgment reasoning for the preservice teachers. Possible reasons for this change include the deliberative role-taking and guided inquiry curriculum embedded in students' experiences and differences in students' individual characteristics and extracurricular commitments. (Contains 55 references.) (SM)
Publication Type: Reports - Descriptive; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A