Face to Face     

Muriel Crane 《Higher Education Quarterly》1980,34(3):358-369

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A Neo-Kohlbergian Approach: The DIT and Schema Theory   总被引：2，自引：0，他引：2  

James Rest  Darcia Narvaez  Muriel Bebeau  Stephen Thoma 《Educational Psychology Review》1999,11(4):291-324

Macromorality concerns the formal structure of society, as defined by institutions, rules, and roles. Micromorality concerns the particular face-to-face relations that people have in everyday life. Kohlbergian theories are most useful for issues of macromorality. The Defining Issues Test (DIT) derives from Kohlberg's approach but makes several departures, including defining cognitive structures in terms of schemas instead of stages, reformulating the definition of postconventional moral thinking, and using different research strategies. The validity of the DIT is based on seven criteria (briefly discussed), and hundreds of studies have produced significant trends. Recent research derived from schema theory produces novel phenomena that link our theory of moral schemas more closely with information processing and decision making.  相似文献   

Determinants of Study Progress: The Impact of Student,Curricular, and Contextual Factors on Study Progress in University Education     

Adriaan Hofman  Muriel Van Den Berg 《Higher Education in Europe》2000,25(1):93-110

The subject of this research is the impact of student characteristics, curriculum, and contextual factors on the careers of students in university education in The Netherlands. A theoretical model including various measurements of these factors was evaluated by means of linear structural equation modelling. Students in the ‘prestatiebeurs’ (performance scholarship) system, which requires a shorter nominal duration of a given study programme, achieve better results compared to those in the ‘tempobeurs’ system, which allows more study time. Women make better progress in their studies than men do. Students in technical education obtain fewer study points than others, even though they spend more time studying and have earned better grades in secondary school. In general, paid work during higher education has a negative effect on study progress, while the amount of time spent studying has a stronger influence on the study progress of men than of women.  相似文献   

“Intermediate” Concepts and the Connection to Moral Education     

Muriel J. Bebeau  Stephen J. Thoma 《Educational Psychology Review》1999,11(4):343-360

This paper provides a brief overview of Rest's (1983) conception of the important processes that contribute to effective moral decision making, summarizes efforts to design and assess moral education programs based on Rest's Four-Component Model, and describes new directions in the assessment of moral judgment development that are specifically directed toward professional ethics education. Based on preliminary studies, we recommend that, in addition to measuring each of the processes in Rest's model, educators design profession-specific measures of moral concepts that better reflect the content of professional ethics education. Labeled intermediate concepts measures, these assessments attend to concepts that are more specific than the abstract moral schemas tested by Kohlbergian measures of moral judgment and more general than concrete codes of professional ethics.  相似文献   

“Well,You Can’t Force Them”: Altercasting in the Home Health Care Context     

Peggy S. Kendall  Muriel Scott  Krista Jolivette 《Communication Studies》2019,70(1):99-113

Home health aides are often low-paid, low-status workers, performing their job in an isolated and interpersonally complex environment. This study, made up of semistructured interviews with 36 home health aides, explores compliance-gaining challenges faced by “low status, remote workers.” It was found that altercasting, a compliance-gaining technique using social roles to govern behavior, is well suited for the home care context. Aides were found to activate four altercast roles, including parent, trainer, employee, and friend. It is suggested that by using positive altercasting as a compliance-gaining technique, aides are able to both persuade their client to complete necessary tasks of daily living at the same time they construct and maintain the moral identity of a good caregiver.  相似文献   

Teaching cell and molecular biology for gender equity     

Sible JC  Wilhelm DE  Lederman M 《CBE life sciences education》2006,5(3):227-238

Science, technology, engineering, and math (STEM) fields, including cell biology, are characterized by the "leaky pipeline" syndrome in which, over time, women leave the discipline. The pipeline itself and the pond into which it empties may not be neutral. Explicating invisible norms, attitudes, and practices by integrating social studies of science into science education may be the necessary first step in helping female students persist in STEM disciplines. In 2003 and 2004, a sophomore Cell and Molecular Biology course at Virginia Tech (Blacksburg, VA) was taught integrating social studies of science with standard material. The course was successfully implemented, teaching students factual content while increasing awareness of the cultures of science and their self-confidence in engaging with the subject. Course evaluation data indicated that females in particular perceived greater gains in logical thinking and problem-solving abilities than females in a traditional cell biology course. Consistent with K-12 studies, males in this class were likely to view scientists as male only, whereas females viewed scientists as male and female. This pilot project demonstrates that social studies can be integrated successfully in a cell biology course. Longitudinal studies of this cohort of students will indicate whether this approach contributes to the retention of women in the field.  相似文献   

The role of personality and motivation in predicting early college academic success in non-traditional students at a Hispanic-serving institution     

James C. Kaufman  Mark D. Agars  Muriel C. Lopez-Wagner 《Learning and individual differences》2008,18(4):492

Non-cognitive factors represent a chance to learn more about how to help students succeed in early college experiences. This study examined personality and motivation as predictors of first-quarter GPA in a sample of 315 non-traditional undergraduates at a Hispanic-serving institution. Our results provide support for the importance of high levels of conscientiousness, intrinsic motivation, and low levels of extrinsic motivation in first-quarter school success. Implications and possible interventions are discussed.  相似文献   

Language as a Means of Expression     

Muriel Crosby 《The Educational forum》2013,77(4):430-437

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Political Partisanship, Voting Abstention and Higher Education: Changing Preferences in a British Youth Cohort in the 1990s     

Muriel Egerton 《Higher Education Quarterly》2002,56(2):156-177

This paper focuses on the relationship between education and political partisanship, using the British Household Panel Study (1991–1999). It is known that partisanship has been falling in Britain since the mid–1950s. However, voting abstention rose only gradually until the June 2001 election where the turnout (at 59 per cent) was the lowest since 1918. Partisanship also fell sharply during the 1990s. Although social class and education are associated with turnout in the USA, no relationship has been reported in the UK, and voting seems to have been perceived as a citizen duty. However, in the light of recent changes in voting patterns and educational participation, this paper investigates the role of education, contextualising education effects in social class and gender effects. The preferences of young people are observed in their late teens, before entering the labour market or higher education, and are compared with those of the same young people in their early 20s, after completing higher education courses or gaining labour market experience. The BHPS yielded a sample of about 500 young people with the required data over the time period. It was hypothesised that dissatisfaction with government performance would take different forms for the more and the less educated, with the more educated shifting preferences to minority parties while the less educated shift preferences to voting abstention. The hypothesis was confirmed for young men. Endorsement of abstention was very high for adolescent women who also seemed to be more influenced by their family's social class. However, by early adulthood a lower proportion of young women endorsed abstention than young men. Strong effects of education were still found with more highly educated young women (as with more highly educated young men) being more likely to have party preferences.  相似文献   

Swords at sunset and bag-puddings: Arthur in modern fiction     

Muriel Whitaker 《Children‘s Literature in Education》1977,8(4):143-153

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