Center for the Study of Ethical Development

Ordering Publications and Papers

Mark your order below and submit with a check in US dollars (Use order form in back and remember 10% fee). Current papers are available at cost. Fees are indicated after the article. For pre-publication papers, we caution that our thinking may change through the course of publication and review.

GENERAL AND TECHNICAL PUBLICATIONS

Note: A general reference to Center research is the 1999 book:  Rest, J., Narvaez, D., Bebeau, M.J., & Thoma, S. J. (1999). Postconventional moral thinking: A Neo-Kohlbergian approach. Mahwah, NJ: Erlbaum. http://www.erlbaum.com 1-800-9BOOKS9.  Describes, analyzes, and attempts to resolve the psychological and philosophical criticisms of Kohlberg's approach made over the past decades. The neo-Kohlbergian approach reviewed (citing over 400 published studies). New offshoots and new lines of research are discussed.

_______A shorter overview focused on DIT research is: Rest, J., Narvaez, D., Bebeau, M.J., & Thoma, S.J. (1999). A neo-Kohlbergian approach: The DIT and Schema Theory. Educational Psychology Review, 11 (4), 291-324. [22 pp., $2.00]  

_______ Bebeau, M.J., & Thoma, S.J. (2003). Guide for DIT-2 . Available from Center, University of Minnesota . (Comes with order for DIT-2 or $25 separately).
This newly developed 70 page Guide for using the Defining Issues Test, Version 2 provides the usual summaries of validity and reliability data for the test, directions for using the Center for the Study of Ethical Development Scoring Service, guidelines for data interpretation, newly developed norms for the test, and an extensive and updated bibliography of DIT studies. The Guide is designed for two kinds of users: (a) researchers wanting a brief account (3 pages) on how to use DIT-2 and interpret the REPORT; (b) researchers who want more detail: how to customize the DIT-2, add dilemmas of their own design, and information on about 50 variables calculated from DIT data, including current experimental constructs.

______ Bebeau, M. J. & Lewis, P. (2003).Manual for Assessing and Promoting Identity Formation. The manual for ethics educators describes Robert Kegan's stages of identity formation as they apply to professional ethical development. It includes 24 examples of essays written by 18-22 year olds that illustrate levels of identity formation. Designed first to help educators identify where the student is developmentally, it then proposes guidelines for giving developmentally appropriate feedback. By engaging students in reflective writing, with feedback, the educator hopes to promote development.

PUBLICATIONS AND PAPERS, CENTER STAFF

______Bebeau, M.J. (2006). Evidence-based character development. In: Kenny, N. & Shelton, W. eds. Lost Virtue: Professional Character Development in Medical Education, Volume 10 (Advances in Bioethics). Oxford, UK: Elsevier Ltd., 47-86.

______Bebeau, M.J. (2002). Outcome Measures for Assessing Integrity in the Research Environment. (Appendix B) In : Integrity in Scientific Research: Creating an Environment That Promotes Responsible Conduct. National Academy Press, Washington , D.C., Available on NAP website:
http://www.nap.edu/books/0309084792/html/  

______ Bebeau, M.J. (2002). The Defining Issues Test and the Four Component Model: contributions to professional education. Journal of Moral Education,31(3), 271-296. This article reviews studies examining the effect of professional education on ethical development. Most studies limit assessment to the measurement of moral judgment, observing that moral judgment 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 judgment ignores important aspects of moral functioning suggested by the Four Component Model. Assessment methods have been validated for sensitivity, reasoning, role concept and ethical implementation that could be adapted to provide individuals in a particular profession with a more complete picture of abilities needed for real-life professional practice.

______ Bebeau, M.J. (2001). Influencing the Moral Dimensions of Professional Practice: Implications for Teaching and Assessing for Research Integrity . Proceedings: CR1 Conference on Research on Research Integrity

______Bebeau, M.J. (2001). Response to Zarkowski and Graham: Does This Integrated Law and Ethics Curriculum Promote Ethical Thinking? Journal of the American College of Dentists, 68 (2) 30-33.

_____Bebeau, M. J., & Thoma, S J. (1999). “Intermediate concepts” and the connection to moral education. Educational Psychology Review, 11(4), 343-360.
Overview of the Four Component Model (proposing four inner processes leading to moral behavior: moral sensitivity, judgment, motivation, and character), and how the components are assessed professional ethics course. Discusses design of profession-specific measures of concepts that lie in the intermediate zone between the abstract schemas of Kohlberg's theory and the concrete codes of professional ethics. [$1.50]

_______Bebeau, M. J. & Thoma, S. J. (1998). Designing and testing a measure of intermediate level ethical concepts. Paper presented at the annual meeting of the American Educational Research Association, San Diego , CA , April 13-17.
Professionals with a good grasp of abstract moral schemas (e.g., DIT) may nonetheless lack an adequate grasp of specific intermediate ethical concepts (e.g., informed consent, confidentiality, paternalism, etc.) that apply to their profession. This study describes steps taken to insure the integrity of an intermediate concepts measure (1CM) and tests the assessment strategy. [17 pp., $1.50]

_____Bebeau, M. J., Rest, J. & Narvaez, D. (1999). Moving beyond the promise: A perspective for research in moral education. Educational Researcher, 28(4), 18-26.
Changing concerns and ideological shifts in American society produce different emphases in moral education. In proposing an action program for moral education that incorporates research, we draw upon lessons learned from Head Start movement of the 1960s. In defining researchable variables, we recommend moral sensitivity, judgment, motivation and character instead of moral thinking, feeling, and acting. [26 pp., $2.00]

_____Bebeau, M.J. and Kahn, J. (2002). Ethical Issues in Community Dental Health . In: Gluck, G.M. and Morganstein, W.M., (Eds.), Jong's Community Dental Health (Fifth Edition) , 425-445, Mosby.

____ Crowson, H.M., Thoma, S.J., & Hestevold, N. (2005). Is political conservatism synonymous with authoritarianism? The Journal of Social Psychology, 145 , 571-592.

____ Derryberry,P & Thoma, S. (2000). The friendship effect: Its role in the development of moral thinking in students. About Campus, 5, 13-19.

____ Derryberry P. & Thoma, S.J. (in press ). Beyond conventional moral thinking: A focus on college friends and social networks. About campus. [$2.00]

____ Derryberry, P. & Thoma, S.J. (2005). Inciting honesty: Differences among moral judgment developmental phases of consolidation and transition. Journal of Moral Education, 34, 89-106.

____ Derryberry, P. & Thoma, S.J. (2005). Moral judgment, Self-understanding, and moral actions: The role of multiple constructs. Merrill-Palmer Quarterly, 51, 67-92.  

____Narvaez, D.(in press). EthEx: Nurturing Character in the Classroom. Book Four: Ethical Action. Chapel Hill, NC: Character Development Publishing.

____ Narvaez, D. (2000). Expertise differences in comprehending moral Y narratives: Recall, think aloud, importance ratings, advice . Submitted.
Contrasts the on-line processing activities of philosophy graduate students (having high DIT scores) with college undergraduate students (having lower DIT scores). Suggests processes underlying expertise in moral thinking. [$2.50]

____Narvaez, D.(1999). Using discourse processing methods to study moral thinking. Educational Psychology Review, 11(4), 377-394.
Describes how research and theory in the field of discourse processing/text comprehension can be integrated with the field of moral cognition to produce advances in both. [29 pp., $2.50]

____Narvaez, D. (1998). The influence of moral schemas on the reconstruction of moral narratives in eighth graders and college students . Journal of Educational Psychology, 90, 13-24.
Eighth grade and college students read and recalled four complex moral narratives in which Kohlbergian-stage-reasoning was embedded. During recall, those with higher scores on the DIT reconstructed higher-stage arguments. [$3.00]

____Narvaez, D. (1997). Moralens betydning og plass i laererutdanningen (The importance of morality in teacher education). In A. Mosevoll (Ed.), Tradisjon, reform og strategi. Bergen, Norway: Norwegian Teacher's Academy.

____Narvaez, D., Bentley, J., Gleason, T., & Samuels, S. J. (1998). Moral theme comprehension in third grade, fifth grade, and college students. Reading Psychology, 19 (2), 217-241. Describes methods for assessing how children comprehend moral themes in stories. [$2.00]

____Narvaez, D., & Bock, T. (in press). EthEx: Nurturing Character in the Classroom. Book Two: Ethical Judgment. Chapel Hill, NC: Character Development Publishing.

____Narvaez, D., Bock, T., & Endicott, L. (in press). Who should I become? Citizenship, Goodness, Human Flourishing, and Ethical Expertise. In W. Veugelers and F. Oser, The positive and negative in moral education. New York: Routledge.

____Narvaez, D., & Endicott, L. (in press). EthEx: Nurturing Character in the Classroom. Book One: Ethical Sensitivity. Chapel Hill, NC: Character Development Publishing.

____Narvaez, D., & Lies, J. (in press). EthEx: Nurturing Character in the Classroom. Book Three: Ethical Motivation. Chapel Hill, NC: Character Development Publishing.

_ ___Narvaez, D., Endicott, L., & Bock. T. (2000). A Skill-based approach to moral education. Manuscript submitted.
The “Community Voices and Character Education” project applies a researched-based approach to teaching character while at the same time emphasizing the importance of context-specific, community values. We parcel into skills the process model of ethical behavior (ethical sensitivity, judgment, motivation, and action). We use a novice- to-expert framework for instruction in regular classroom curriculum. [$2.00]

____ Narvaez, D., Getz, I. , Thoma, S. J., & Rest (1999). Individual moral judgment and cultural ideology. Developmental Psychology, 35, 478-488.
Attitudes towards human rights concern some of the most debated issues of public policy (abortion, rights of homosexuals, women's roles, etc.). Previous research has examined church differences (Orthodox vs. Progressive) and their impact on political attitudes Study 1 created a new variable by combining moral judgment with measures of religious ideology and political identification, the new variable predicting 67% of the attitudes towards human rights. Study 2 replicated the finding on a secular sample. A dual- process interpretation (involving both the individual construction of moral concepts plus cultural ideology) is proposed to account for moral thinking about specific public policy issues. [$3.00]

____Narvaez, D., Gleason, T., Mitchell, C. & Bentley, J. (1999). Measuring moral cognition in children using moral theme comprehension. Journal of Educational Psychology, 9 (3), 477-487.
Stories with moral messages were written to test moral comprehension and moral judgment development with elementary children. A developmental progression was found for understanding of the messages in the moral stories (third graders, comprehending little of the moral messages, fifth graders understanding about half, college students understanding practically all of the messages). Even after statistically controlling for general reading comprehension, highly significant differences in moral comprehension were found. This study illustrates a new window into the functioning of the moral mind, and provides a new objective instrument for studying moral cognition in children. [$3.00]

____Narvaez, D., & Mitchell, C. (1999). Schemas, Culture, and Moral Texts.
(In M. Leicester, C. Modgil, & S. Mocigil , Eds.) Education, Culture and Values (Vol. IV of Moral Education and Pluralism) (pp. 149-157). London : Falmer Press. Suggests a new method for studying moral judgment schemas, lexical decision (frequently used in discourse processing research), examining cultural schemas (individualism /collectivism). Moral schemas, such as collectivism, are applied preconsciously to evaluating socio-moral events. [$3.00]

____Narvaez, D. & Rest, J. (1995). The four components of acting morally. In w. Kurtines & J. Gewirtz (Eds.), Moral Behavior and Moral development: An intorduction (pp.385-400). New York: McGraw-Hill. https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-4286-1

____Rest, J. R. & Narvaez, D. (1994). Summary--what's possible? In J.R. Rest & Narvaez (Eds.), Moral Development in the Professions: Psychology and applied ethics (pp. 213-224). Hillsdale, NJ: Lawrence Erlbaum.

____Rest, J. & Narvaez, D. (1991). The college experience and moral development. In W. Kurtines and J. Gewirtz (Eds.), Handbook of moral behavior and development (pp.229-245). Hillsdale, NJ: Lawrence Erlbaum Press.

____Rest, J. & Narvaez, D. (1990). The college experience and moral development. In Korean Studies: Its cross-cultural perspective (pp.648-661). Seoul, Korea: The Academy of Korean Studies.

______Rest, J.R., Narvaez, D., Thoma, S.J., & Bebeau, M.J. (2000). A Neo-Kohlgergian Approach to Morality Research . Journal of Moral Education 29(4), 381-395.

_____Rest, J., Thoma, S. J., & Edwards, L. (1997). Designing and validating a measure of moral judgment: Stage preference and stage consistency approaches . Journal of Educational Psychology, 89 , (1), 5-28.
Discusses design features of the DIT and the strategy used in validating it, contrasted to recent proposals by G. Lind for a different method. Addressed are methodological issues in test construction (recognition vs. production tasks, “fragment strategy” in constructing items, operationalization of construct validity, and a strategy for comparing different tests of moral judgment). [23 pp., $3.00]

_____Rest, J., Thoma, S. J., Narvaez, D., & Bebeau, M. J. (1997). Alchemy and beyond: Indexing the Defining Issues Test. Journal of Educational Psychology, 89 (3), 498-507. A new index for the DIT, “N2,” that generally outperforms the P index, as shown in meta-analysis. [10 pp., $2.00]

_____Rest, J., Narvaez, D., Thoma, S. J. & Bebeau, M.J. (1999). DIT-2: Devising and testing a new instrument of moral judgment. Journal of Educational Psychology, 91(4) , 644-659.

“DIT-2” updates dilemmas and items, shortens original DIT (“DIT-1”), purges fewer subjects, changes in algorithm of indexing. DIT-2 shows no decrement on validity criteria: age/educational differences, prediction to political attitudes, reliability. DIT-2 correlates .76 with DIT-1. [28 pp., $3.00]  

_____Rest, J., Narvaez, D., Bebeau, M., & Thoma, S. (1999). A neo-Kohlbergian approach to moral judgment: and overview of the Defining Issues Test . Educational Psychology Review, 11(4), 291-324.

_____ Rule, J. T., and Bebeau, M. J. (2000) Commitment to Community Service: The Story of Dr. Jack Echternacht. Journal of the American College of Dentists , 67(1) 35- 40 [$2.00]

____Rule, J.T. & Bebeau, M.J. (2000). John E. Echternacht: Practitioner and Community Leader. Quintessence International, 31(9) 673-683.

____Rule, J.T. & Bebeau, M.J. .(2000). Hugo A. Owens: Dentist, Civil Rights Leader, Politician. Quintessence International, 31(10) 753-764.

____Rule, J.T. & Bebeau, M.J. (2001). Integrity and Mentoring in Research: The Story of Irwin D. Mandel. Quintessence International, 32(1) 61-75.

____Rule, J.T. & Bebeau, M.J. (2001). Activism and Access to Care: The Story of Jack Whittaker . Quintessence International, 3 2(2) 155-169.

____Rule, J.T. & Bebeau, M.J. (2002). Moral Leadership in Academic Dentistry: The Story of Jeanne Craig Sinkford . Quintessence International, 32(4) 32 1-334.

____ Rule, J.T. & Bebeau, M.J. (2001 ). The Good Practitioner: The Story of Brent L. Benkelman . Quintessence International, 32(6) 483-494.

____Rule, J.T. & Bebeau, M.J. (2001). Camille B. Capdeboscq, Jr: The Good Teacher. Quintessence International, 3 2(8) 351-361.

____Rule, J.T. & Bebeau, M.J. (2002 ). Serving the Poorest of the Poor: The story of Jeremiah J. Lowney . Quintessence International, 33(4) 309-325.

____Rule, J.T. & Bebeau, M.J. (2003). Organized Dentistry as an Agent for Helping Others: The leadership of Donna J. Rumberger. Quintessence International , 34 (8) 621-638.

____Rule, J.T. & Bebeau, M.J. (In preparation). Am I my brother's keeper? The story of Janet Johnson. Quintessence International. (In preparation).

____Rule, J.T., and Bebeau, M.J. License to Care: Inspiring Stories of Motivation and Commitment in Dentistry. Quintessence (forthcoming).

____Rule, J. T., & Bebeau, M.J. (2005). Dentists who care: Inspiring Stories of Professional Commitment. Quintessence Publishing Co., Inc.

The book follows in the tradition of Colby and Damon in providing an in-depth investigation of dentists identified by their peers as moral exemplars. The ten dentists selected are a fascinating group and even for the casual reader, these interviews are both uplifting and instructive on how to approach one's professional life. For readers in the field, the study provides a good example of the care one must take to engage in research on moral exemplars. Particularly notable is the description of the methodology, decision points, and potential threats to the favored interpretations. Finally for educators-particularly dental educators—the book is a goldmine of ideas and instructional materials. In short, the book has something for everyone interested in moral education-a methodological how to, a good read to keep us focused and direct application to educational practice.

____Swisher, L.L., Beckstead, J.W. & Bebeau, M.J. (In press.) Models of Professionalism: Confirmatory Factor Analysis of the Professional Role Orientation Inventory among Physical Therapists. Physical Therapy 3.

____Thoma, S.J . ( ) A review of the Defining Issues Test . To appear in the Handbook of Psychological Tests, Cambridge University Press. [$2.00]

_____Thoma, S.J. (In press). Models of moral development. The Journal of Mind and Behavior . [$2.00]

_____Thoma, S.J. (2006). Research using the Defining Issues Test. In Killen and Smetana (Eds.), Handbook of Moral Psychology . L. Earlbaum: Mawah , NJ .

_____Thoma, S. J., Bebeau, M. J., & Born, D. O. (1998). Further analysis of the Professional Role Inventory. Unpublished manuscript available from the Center.

The Professional Role Inventory ("PROI") is a measure of Component 3 of the Four Component Model, moral motivation via moral identity. Reliability and validity are discussed along with a strategy for developing similar inventories in other fields. [$2.00]

____Thoma, S. J., Barnett, D., Rest, J. & Narvaez, D. (1999). What does the DIT measure? British Journal of Social Psychology, 38 , 103-111

A response to an article by Emler, Palmer-Canton, and St. James (in press) contending that the DIT primarily reflects subjects' political identities as Conservatives, Labor, or Radical Leftists. Limitations of manipulating test instructions are noted regarding the validity of the DIT. [$1.50]

_____Thoma, S. J., MaloneBeach, E., & Ladewig, B. (1998). Moral judgment and adjustment in late adolescence . Manuscript submitted for publication.

Moral atmosphere is related to a sense of individual well-being. College students who were less positive in their perceptions of college and support received from others obtained higher scores on measures of life strains and depressive affect. [$2.00]

_____Thoma, S. J., Narvaez, D., Rest, J., & Derryberry, P. (1999). Does moral judgment development reduce to political attitudes or verbal ability? Educational Psychology Review, 11(4), 325-342.

Reviewing two dozen studies, we address the discriminant validity of the DIT from both political attitudes and verbal ability. Moral judgment explains the diverse findings relevant to the construct validity of moral judgment better than any other construct. [29 pp., $2.50]

_____Thoma, S. J., & Rest, J. (1999). The relationship between decision-making and patterns of consolidation and transition in moral judgment development. Developmental Psychology, 35, 323-333.

Two measures, connected and having implications for moral education, are derived from DIT data: the first is the "Utilizer" score, the second is a measure of the episodic phase of transition and consolidation. [$2.00]

_____Thoma,S.J. & Rest, J.R. (1999). The relationship between moral decision-making and patterns of consolidation and transition in moral judgment development . Developmental Psychology, 35, 323-334.

_____ Thoma, S.J. (200 l).The Defining Issues Test. Handbook of Psychological Tests, Cambridge University Press.

____Thoma, S.J. (2002). An overview of the Minnesota approach to research in moral development. Journal of Moral Education, 31, 2, 225-246.

Ordering Other Materials

1. Rest, J. (1986) Moral Development: Advances in Research and Theory. New York : Praeger. Praeger Press, 88 Post Road West , P.0. Box 5007 , Westport , CT 06881 USA , phone: 203 226 3571

2. Rest, J. & Narvaez, D. (Eds.) (1994). Moral Development in the Professions: Psychology and Applied Ethics. Hillsdale , NJ : Erlbaum. phone: 1-800-9-BOOKS-9, http://www.erlbaum.com

3. Rest, J. R., Narvaez, D., Bebeau, M., & Thoma, S. (1999). Postconventional moral thinking: A neo-Kohlbergian approach. Mahwah , NJ : Erlbaum.
Erlbaum Publishers, 10 Industrial Ave. , Mahwah , NJ 07430 USA ,phone: 1- 800-9-BOOKS-9, http://www.erlbaum.com

For dissertations, contact: University Microfilms, 300 North Zeeb Rd. , Ann Arbor , MI 48106 USA