Developing and testing a teaching intermediate concept measure: a preliminary reliability and validity study

Simple item page
dc.contributorScofield, Jason M.
dc.contributorChoi, Youn-Jeng
dc.contributorKuntz, Ashley
dc.contributorMcDaniel, Sara
dc.contributor.advisorThoma, Stephen
dc.contributor.authorKerr, Shani
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2019-02-12T14:31:55Z
dc.date.available2019-02-12T14:31:55Z
dc.date.issued2018
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThe Neo-Kohlbergian approach to moral reasoning development maintains that intermediate concepts lie between bedrock moral schemas and professional codes of ethics and deal with issues of confidentiality, competence, informed consent, allocation of resources and professional autonomy (Rest and Narvaez, 1994). Intermediate concepts provide concrete guides for behavior; they contrast general moral schemas that are concerned with issues of fairness, justice and equality. Following the system for developing the dental and adolescent ICM (Bebeau and Thoma, 1999; Thoma, Derryberry and Crowson, 2013), this paper outlines the development and testing of a prototype Intermediate Concept Measure for teachers (TICM). Results indicate that the TICM has respectable psychometric properties. TICM summary scores were significantly related to Defining Issues Test (DIT-2) scores, which supports the assertion that the new measure assesses a construct in the moral domain. Further exploration of the relationship between the TICM and the DIT-2 revealed significantly difference performance on the TICM for the 3 schema groups (personal interest, maintaining norms and postconventional). All three groups are better at identifying good action choices and justifications than bad action choices and justifications. Additionally, students emphasizing the personal interest schema where at a disadvantage when identifying bad action choices and justifications; they also had difficulty identifying justifications compared to action choices. Taken together, these findings provide evidence that the TICM is a measure of moral reasoning within the teaching profession.en_US
dc.format.extent137 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0003245
dc.identifier.otherKerr_alatus_0004D_13652
dc.identifier.urihttp://ir.ua.edu/handle/123456789/5428
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducational psychology
dc.titleDeveloping and testing a teaching intermediate concept measure: a preliminary reliability and validity studyen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Studies in Psychology, Research Methodology, and Counseling
etdms.degree.disciplineEducational Psychology
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
file_1.pdf
Size:
873.67 KB
Format:
Adobe Portable Document Format
Download

Collections

Theses and Dissertations
Theses and Dissertations - Department of Educational Studies in Psychology, Research Methodology, and Counseling