Gains in moral judgement, as measured by the Defining Issues Test (DIT), correlate strongly with advancing education. Curricula that are strongly biblically based may not promote, and students with a strong fundamentalist orientation may not demonstrate, such moral growth. Students at an interdenominational, but very conservative seminary,…

Applying Snyder and Feldman's 1984 consolidation-transition model to moral judgement development has enabled further understanding of how moral judgement translates to moral functioning. In this study, 178 college students were identified as being in consolidated versus transitional phases of moral judgement development using Rest's Defining…

Reviews studies examining differences in moral schema development, using techniques that range from measuring implicit knowledge (such as the defining issues test) and explicit knowledge (such as with the moral judgment interview). Finds significant differences in the comprehension of moral narratives based on age/education and level of expertise.…

Reports a study which examined objective ratings of the moral issues expressed in the Defining Issues Test (DIT) items in relation to verbal reports of the reasoning with which those ratings were generated. Finds that differences in the educational level of the subjects were significant. A case is made for verbal assessment of information on…

Describes teachers' understanding of individualized instruction by presenting data collected from interviews with seven elementary school instructors. Finds a positive relationship between teachers' understanding of individualized instruction and their moral development as measured by the Defining Issues Test. Provides a number of interpretations…