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Muriel J. Bebeau [7]Muriel J. . Bebeau [1]
  1. Di You & Muriel J. Bebeau (2014). The Independence of James Rest's Components of Morality: Evidence From a Professional Ethics Curriculum Study. Ethics and Education 8 (3):202-216.
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  2. Yukiko di YouMaeda & Muriel J. Bebeau (2011). Gender Differences in Moral Sensitivity: A Meta-Analysis. Ethics and Behavior 21 (4):263 - 282.
    This meta-analysis synthesizes quantitative findings of the gender differences in moral sensitivity retrieved from 19 primary studies. We found the average effect size of 0.25, favoring women, with a standard deviation of 0.14. The variation in the observed effect sizes could not be attributed to differences in participants' educational level, the utilized measure of moral sensitivity, or the publication format in which the study was reported. This suggests that gender differences in moral sensitivity are consistent across different levels of participants' (...)
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  3. Muriel J. Bebeau (2006). Evidence-Based Character Development. Advances in Bioethics 10:47-86.
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  4. Muriel J. Bebeau (2002). The Defining Issues Test and the Four Component Model: Contributions to Professional Education. Journal of Moral Education 31 (3):271-295.
    This article reviews studies examining the effect of professional education on ethical development. Most studies limit assessment to the measurement of moral judgement, observing that moral judgement plateaus during professional school unless an ethics intervention is present. Whereas interventions influence the shift to postconventional reasoning (the DIT P score), a more illuminating picture of change may emerge if researchers examined DIT profiles. More importantly, limiting assessment to measures of moral judgement ignores important aspects of moral functioning suggested by the Four (...)
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  5. James R. Rest, Darcia Narvaez, Stephen J. Thoma & Muriel J. Bebeau (2000). A Neo-Kohlbergian Approach to Morality Research. Journal of Moral Education 29 (4):381-395.
    Kohlberg's work in moral judgement has been criticised by many philosophers and psychologists. Building on Kohlberg's core assumptions, we propose a model of moral judgement (hereafter the neo-Kohlbergian approach) that addresses these concerns. Using 25 years of data gathered with the Defining Issues Test (DIT), we present an overview of Minnesota's neo-Kohlbergian approach, using Kohlberg's basic starting points, ideas from Cognitive Science (especially schema theory), and developments in moral philosophy.
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  6. Muriel J. Bebeau (1994). Influencing the Moral Dimensions of Dental Practice. In James R. Rest & Darcia Narváez (eds.), Moral Development in the Professions: Psychology and Applied Ethics. L. Erlbaum Associates. 121--146.
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  7. Muriel J. Bebeau (1993). Designing an Outcome‐Based Ethics Curriculum for Professional Education: Strategies and Evidence of Effectiveness. Journal of Moral Education 22 (3):313-326.
  8. Muriel J. Bebeau & Mary M. Brabeck (1987). Integrating Care and Justice Issues in Professional Moral Education: A Gender Perspective. Journal of Moral Education 16 (3):189-203.
    Abstract This study examines gender differences in professional school students? ethical sensitivity and moral reasoning, two aspects of Rest's four?component model of moral development. Results indicate that men and women dental students differ in general sensitivity to ethical issues, but not in recognition of issues of care or justice, nor in moral reasoning. Our results contribute to a re?interpretation of Gilligan's gender?difference arguments, and suggest new directions for research in moral development.
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