A Study of Moral Reasoning Development of Teacher Education Students in Northern Louisiana

Autor/in	Wade, April Mitchell
Titel	A Study of Moral Reasoning Development of Teacher Education Students in Northern Louisiana
Quelle	(2015), (158 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-4657-3
Schlagwörter	Hochschulschrift; Dissertation; Moral Development; Abstract Reasoning; Preservice Teachers; Preservice Teacher Education; Methods Courses; Alternative Teacher Certification; Measures (Individuals); Values; Moral Values; Hypothesis Testing; Decision Making; Scores; Gender Differences; Marital Status; Churches; Attendance; Religious Factors; Age Differences; Undergraduate Students; Comparative Analysis; Statistical Significance; Statistical Analysis; Louisiana; Defining Issues Test + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Moralische Entwicklung; Abstraktes Denken; Denken; Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Messdaten; Wertbegriff; Moral value; Ethischer Wert; Hypothesenprüfung; Hypothesentest; Decision-making; Entscheidungsfindung; Geschlechterkonflikt; Familienstand; Church; Kirche; Anwesenheit; Age; Difference; Age difference; Altersunterschied; Statistische Analyse
Abstract	This quantitative descriptive study identified the differences in the moral reasoning development levels between undergraduate teacher education students enrolled in methods courses and graduate teacher education students enrolled in an alternative certification education program using the Defining Issues Test-2 instrument. Based on Kohlberg's (1978) theory of moral development, this study addressed four null and four alternative hypotheses. The hypotheses aimed to identify whether differences existed in the development of moral reasoning, moral reasoning development levels, moral reasoning dilemma decisions, and moral reasoning development scores based on gender, parental status, church attendance, age group, program type, desired teaching level, and perception of the adequacy of training among undergraduate and graduate teacher education students. Results revealed that moral reasoning development scores, moral dilemma decisions, and moral development scores based on gender, parental status, church attendance, age group, program type, or perceptions of the adequacy of training between the two student groups were not statistically significantly different. A statistical significant difference existed in the moral reasoning development levels and desired teaching levels (grades 1 through 6 or grades 7 through 12). Undergraduate students were significantly more likely to be at the lowest level of moral reasoning development level (personal interest) than graduate students. Because of the small sample size, a post hoc power analysis was conducted after the results were analyzed. The lack of significant findings were due to an insufficient statistical power and type two error. Recommendations and model components essential for training within the university setting are addressed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01