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  1. Hanif Akar, Annice Barber, Jason J. Barr, Mickey Bebeau, Roger Bergman, Marvin W. Berkowitz, Angela Bermudez, Augusto Blasi, Lawrence A. Blum & Tonia Bock (2012). Journal of Moral Education Referees in 2011. Journal of Moral Education 41 (2):273-277.
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  2. Heidi Giebel & Tonia Bock (2012). Teaching Virtue. Teaching Philosophy 35 (4):345-366.
    What effect, if any, can we expect undergraduate ethics courses to have on students’ ethical beliefs, self-concept, and behavior? After a brief discussion of apparent theoretical and practical obstacles to moral education in ethics courses, we explain and discuss our effort to provide preliminary answers to that question via an empirical study of students enrolled in several sections of our university’s Introductory Ethics course. We found modest but statistically significant effects in many areas, which seem to indicate that those who (...)
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  3. James M. Lies, Tonia Bock, Jay Brandenberger & Thomas A. Trozzolo (2012). The Effects of Off-Campus Service Learning on the Moral Reasoning of College Students. Journal of Moral Education 41 (2):189-199.
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  4. Hanife Akar, Wolfgang Althof, James Arthur, Annice Barber, Roger Bergman, Marvin Berkowitz, Thomas Bienengräber, Lawrence Blum, Tonia Bock & Sandra Bosacki (2010). Journal of Moral Education Referees in 2009. Journal of Moral Education 39 (2):263-266.
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  5. James Arthur, Mickey Bebeau, Roger Bergman, Lawrence Blum, Tonia Bock, Sandra Bosacki, Daan Brugman, Neil Burtonwood, David Carr & Kaye Cook (2008). Journal of Moral Education Referees in 2007. Journal of Moral Education 37 (2):275-277.
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  6. Hanan Alexander, Hye-Jeong Baek, Heather Baldwin, Roger Bergman, Marvin Berkowitz, Sunil Bhatia, Ronnie Blakeney, Tonia Bock, Tim le Bon & Sandra Bosacki (2007). Jme Referees in 2006. Journal of Moral Education 36 (2):279-282.
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  7. Tonia Bock (2006). A Consideration of Culture in Moral Theme Comprehension: Comparing Native and European American Students. Journal of Moral Education 35 (1):71-87.
    The use of stories to teach character is popular among educators, yet little is known about student comprehension of these stories. An important factor that may influence comprehension of stories and story themes is culture. The purpose of this study was to examine the extent to which students from a Native American culture understand European?based stories in the same way as European American children. Native and European American students in Grade 4?8 (ages 10?18) read eight short stories depicting eight different (...)
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  8. Darcia Narvaez & Tonia Bock (2002). Moral Schemas and Tacit Judgement or How the Defining Issues Test is Supported by Cognitive Science. Journal of Moral Education 31 (3):297-314.
    Ideas from cognitive science are increasingly influential and provide insight into the nature of moral judgement. Three core ideas are discussed: modern schema theory, the frequency of automatic decision-making and implicit processes as the default mode of human information processing. The Defining Issues Test (DIT) measures the beginnings of moral understanding, which are largely non-verbal and intuitive, in contrast to the Moral Judgement Interview (MJI), which measures the highest level of verbal understanding. The positive attributes of the DIT and its (...)
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