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Selected articles, reports, and presentations

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Dawson, T. L. (1994). Moral education: A review of constructivist theory and research. Unpublished position paper, University of California at Berkeley, Berkeley, CA.

Dawson, T. L. (2000). Moral reasoning and evaluative reasoning about the good life. Journal of Applied Measurement, 1 (372-397).

Dawson, T. L. (2001). Layers of structure: A comparison of two approaches to developmental assessment. Genetic Epistemologist, 29 (4), 1-10.

Dawson, T. L. (2002). New tools, new insights: Kohlberg's moral reasoning stages revisited. International Journal of Behavioral Development, 26, 154-166.

Dawson, T. L. (2002). A comparison of three developmental stage scoring systems. Journal of Applied Measurement, 3, 146-189.

Dawson, T. L. (2003). A stage is a stage is a stage: A direct comparison of two scoring systems. Journal of Genetic Psychology, 164, 335-364.

Dawson, T. L. (2004). Assessing intellectual development: Three approaches, one sequence. Journal of Adult Development, 11, 71-85.

Dawson, T. L. (2006). Stage-like patterns in the development of conceptions of energy. In X. Liu & W. Boone (Eds.), Applications of Rasch measurement in science education (pp. 111-136). Maple Grove, MN: JAM Press.

Dawson, T. L., & Fischer, K. W. (2006). Implications of assessment for learners. Measurement, 4(4).

Dawson, T. L., Fischer, K. W., & Stein, Z. (2006). Reconsidering qualitative and quantitative research approaches: A cognitive developmental perspective. New Ideas in Psychology, 24, 229-239.

Dawson, T. L., & Gabrielian, S. (2003). Developing conceptions of authority and contract across the life-span: Two perspectives. Developmental Review, 23, 162-218.

Dawson, T. L., & Stein, Z. (2008). Cycles of research and application in education: Learning pathways for energy concepts. Mind, Brain, & Education, 2(2), 90-103.

Dawson, T. L. & Stein, Z. (in prep.). The development of relativism.

Dawson, T. L., & Stein, Z. (in press). We are all learning here: Cycles of research and application in adult development. In C. Hoare (Ed.), The oxford handbook of reciprocal adult development and learning. New York: Oxford.

Dawson, T. L., Xie, Y., & Wilson, M. (2003). Domain-general and domain-specific developmental assessments: Do they measure the same thing? Cognitive Development, 18, 61-78.

Dawson, T. L., & Wilson, M. (2004). The LAAS: A computerized developmental scoring system for small- and large-scale assessments. Educational Assessment, 9, 153-191.

Dawson-Tunik, T. L. (2004). A good education is: The development of evaluative thought across the life-span. Genetic, Social, and General Psychology Monographs, 130, 4-112.

Dawson-Tunik, T. L. (2006). The meaning and measurement of conceptual development in adulthood. In C. Hoare (Ed.), The intersection of adult development and learning: A handbook of theory, research, and practice (pp. 433-454). London: Oxford.

Dawson-Tunik, T. L., Fischer, K. W., Stein, Z. (2004). Do stages belong at the center of developmental theory? A commentary on Piaget's stages. New Ideas in Psychology, 22, 255-263.

Dawson-Tunik, T. L., Commons, M., Wilson, M., & Fischer, K. (2005). The shape of development. The European Journal of Developmental Psychology, 2, 163-196.

Dawson, T. L., Goodheart, E. A., Wilson, M., & Commons, M. L. (2010). Concrete, abstract, formal, and systematic operations as observed in a "Piagetian" Balance Beam Task Series. Advances in Rasch Measurement, 11, 1-13.

Dawson, T., & Heikkinen, K. (2009). Identifying within-level differences in leadership decision making. Integral Leadership Review, 9(5).

Fischer, K. W., & Dawson, T. L. (2002). A new kind of developmental science: Using models to integrate theory and research. Monographs of the Society for Research in Child Development, 67 (1, Serial No. 173), 156-167.

Fuhs, C. J. (2015). A latent growth analysis of hierarchical complexity and perspectival skills in adulthood. Santa Barbara, CA, Fielding Graduate University.

Jackson, B. (2003). In search of peak experiences through life. Seeking the arenas and strategies for replicating the flow experience: A developmental perspective. Fielding Graduate Institute. Santa Barbara, Fielding Graduate Institute: 270.

Heikkinen, K. M. (2014). The Development of Social Perspective Coordination Skills in Grades 3-12. Graduate School of Education. Cambridge, MA, Harvard. Ph.D.: 208.

Potter, P. (2016). Becoming a coach: Transformative learning and hierarchical complexity of coaching students. Santa Barbara, Fielding Graduate University.

Stein, Z. (2014). Tipping the scales: Social justice and educational measurement. Harvard Graduate School of Education. Cambrige, MA, Harvard. Ed.D.: 288.

Stein, Z. (2009). What's in a word? Re-tooling experimental methods and indices of abstractness. Harvard Graduate School of Education.

Stein, Z. (2007). Modeling the demands of interdisciplinary: Toward a framework for evaluating interdisciplinary endeavors. Integral Review, 4.

Stein, Z., Connell, M., & Gardner, H. (2008). Exercising quality control in interdisciplinary education: Toward an epistemologically responsible approach. Journal of the Philosophy of Education, 42(3-4), 401-414.

Stein, Z., Dawson, T. L., & Fischer, K. W. (in press). Redesigning testing: Operationalizing the new science of learning. New science of learning: Computers, cognition and collaboration in education.

Stein, Z., della Chiesa, B., Hinton, C., & Fischer, K. W. (2010). Ethical issues in educational neuroscience: Raising children in a brave new world. In I. Sahakian (Ed.), Oxford Handbook of Neuroethics. London: Oxford University Press.

Stein, Z., & Fischer, K. W. (2008). Directions for mind, brain, and education: Methods, models, and morality. Educational Philosophy and Theory.

Stein, Z., & Heikkinen, K. (2008). On operationalizing aspects of altitude: An introduction to the Lectical Assessment System for integral researchers. Journal of Integral Theory and Practice 3(1), 105-138.//p>

Stein, Z., & Hiekkinen, K. (2009). Metrics, models, and measurement in developmental psychology.Integral Review, 5(1), 4-24.

Van Rossum, Z. (2013). The development of social perspective taking and leadership decision-making in city government managers. Teachers College. New York, Columbia University. Ed.D.: 285.

Dawson, T. L. (2008). The LAS. Northampton, MA: Developmental Testing Service, Inc.

Dawson, T. L. (2008). Metacognition and learning in adulthood: A literature review. Northampton, MA: Developmental Testing Service, Inc.

Dawson, T. L. (2008). Values centered leadership: A review of the relevant research. Northampton, MA: Developmental Testing Service, Inc.)

Dawson, T. L., & Stein, Z. (2006). Mind Brain & Education study: Final report. Northampton, MA: Developmental Testing Service, Inc.

Dawson-Tunik, T. L. (2006, April). The National Decision-Making Curriculum: Designing and evaluating developmentally informed curricula. Learning and the Brain, Cambridge, MA.

Dawson, T. L., & Stein, Z. (2006). Leadership preferences, environment preferences, and motivators of GenY employees. Northampton, MA: Developmental Testing Service, Inc.

Dawson, T. L. (2005, June). It's all good: Moral relativism and the millennial generation. Paper presented at the Annual Meeting of the Jean Piaget Society, Vancouver.

Dawson, T. L., & Stein, Z. (2005). Reasoning about morality in sons of lesbian and traditional parents: A developmental analysis. Northampton, MA: The Developmental Testing Service, Inc.

Dawson, T. L., & Stein, Z. (2005). A comparison of the content of the interviews of 30 lesbian and 30 traditional parents. Northampton, MA: The Developmental Testing Service, Inc.

Dawson-Tunik, T. L. & Stein, Z. (2004, July). Critical Thinking Seminar pre and post assessment results. Hatfield, MA: Developmental Testing Service, Inc.

Dawson, T. L., & Stein, Z. (2006). National decision-making curriculum. Results of the pre- and post-instruction developmental assessments. Northampton, MA: Developmental Testing Service.

Dawson, T. L., & Stein, Z. (2004). National Leadership Study results. Hatfield, MA: Developmental Testing Service, Inc.

Stein, Z. & Dawson, T. L. (2004). It's all good: Moral relativism and the millennial mind. Paper presented at the The Millennial Mind, Baltimore, MD.

Dawson, T. L., & Stein, Z. (2008, August). Developmental differences in the understanding of Integral Theory: A statement of the problem and description of research methods (slides). Paper presented at the First Bienniel Integral Theory Conference. MP3 (The audio goes with the slides.)

Dawson, T. L. (2008, June). Designing DiscoTests. Paper presented at the Annual Meeting of the Jean Piaget Society.

Dawson, T. L. (2008, June). Anatomy of a DiscoTest. Paper presented at the Annual Meeting of the Jean Piaget Society.

Dawson, T. L. & Stein, Z. (2007, November). It's all good: A fresh look at ethical relativism. Presented at the Annual Meeting of the Association for Moral Education, New York.

Dawson, T. L. (2007, November). The ultimate Tower of Babel makeover: Using cognitive developmental science to align educational standards, curricula, & assessments. Presented at the International Mind, Brain, and Education Society Conference. Fort Worth, TX.

Stein, Z. (2008, August). Developmental differences in the understanding of Integral theory and practice: An introduction to the problem and the Developmental Maieutic Approach. Paper presented at the First Bienniel Integral Theory Conference.

Stein, Z. (2008, August). Intuitions of altitude: Researching the conditions of the possibility for developmental assessment. Paper presented at the First Bienniel Integral Theory Conference. MP3 (The audio goes with the slides.)

Stein, Z., Schwartz, M., & Dawson, T. L. (2009). Testing the limits of testing. Symposium presented at the IMBES Conference.

Dawson, T. L. and Z. Stein (2010). Developmental maieutics—a methodology for integrating research, assessment, curricula, and instruction. SERP CCDD Working Group. Cambridge, MA.

Schwartz, M. and T. Dawson, L (2010). Standards & assessments: The role of depth versus breadth in student success. A commitment to excellence: Redesigning student success in early childhood, elementary, secondary and postsecondary education. Dallas, TX.

Solloway, S. G. and T. L. Dawson (2010). Utilizing rasch analysis to compare the psychometric properties of four mindfulness measures and conduct scale revision. Investigating and Integrating Mindfulness in Medicine, Health Care, and Society: 8th Annual International Scientific Conference for Clinicians, Researchers and Educators. Worchester, MA.

Stein, Z., et al. (2010). Global consciousness, communities, and conflict resolution: a preliminary investigation into the development of cosmopolitan reasoning skills. Northampton, MA, For the Ross School.

Dawson, T. L. and Z. Stein (2011). Developing conceptions of leadership. MBE summer institute. Cambridge, MA.

Dawson, T. L. and Z. Stein (2011). Re‐designing testing: The science of learning & the future of educational assessment. MBE Summer Institute.

Dawson, T. L. (2013). Redesigning testing in science: Bringing research-based diagnostic assessments into the classroom. NSTA.

Dawson, T. (2014). Assessing clinical reasoning: beyond the facts. Dalhousie Summer Institute, Halifax, Nova Scotia.

Dawson, T. (2014). A confirmatory Rasch analysis of the RFJ001. International Objective Measurement Workshop. Philadelphia.

Dawson, T. L. (2013). Redesigning testing in science: Bringing research-based diagnostic assessments into the classroom. NSTA.

Dawson, T. and Dear, S. (2014). Learning, the brain, and technology: A new approach to assessment. NAIS, Orlando, Florida.

Dawson, T. L. (2014). From theory to practice: supporting the development of reflective judgment skills in the classroom. The biennial meeting of IMBES, Dallas, TX.

Dawson, T. L., Seneviratna, Gayan (2015). Cultivating the integral mind: New evidence that well-integrated neural networks catalyze development. ITC. Sonoma, CA.

Dawson, T. L. (2015). Integral assessment: More than one pathway? ITC. Sonama, CA.

Drossman, H., et al. (2015). Development of an Integral-Motivated Lectical® Ecological Stewardship Assessment. ITC. Sonoma, CA.

Dawson, T. L., et al. (2015). Cultivating the integral mind: the relation between development and perceptions of performance in a large-scale leadership program. ITC. Sonoma, CA.

Thornton, A. M. A., Dawson, Theo L. (2015). Exploring the relation between Ego development & neo-Piagetian development: Practical and theoretical implications. ITC. Sonoma, CA.

Dawson, T. L. (2016). Second language learning predicts the growth of critical thinking. Paper presented at the ACTFL conference. Boston, MA.

Solloway, S. W. and T. L. Dawson (2016). Growing into compassion. Paper presented at the Mind & Life conference. San Diego, CA.

(For lists of references relating to cognitive development and testing, go to our references page.)

Fischer, K. W. (Link goes to the articles page at Harvard where you can download his work.)

Marshall, P. E. (2009). Positive psychology and constructivist developmental psychology: A theoretical enquiry into how a developmental stage conception might provide further insights into specific areas of positive psychology. Unpublished Msc dissertation. University of East London, School of Psychology. (Paul writes a mean lit review!)

Schwartz, M. S., Sadler, P. M., Sonnert, G., & Tai, R. H. (2008). Depth versus breadth: How content coverage in high school science courses relates to later success in college science coursework. Science Education. (excellent recent article on the relative benefits of teaching for depth and breadth)

Reflective judgment and behavior

Dawson, T. L. (2008). Metacognition and learning in adulthood: A literature review. Northampton, MA: Developmental Testing Service, Inc.

Reference list of articles focused on the relation between levels of reflective judgment and behavior.

Ethical reasoning and behavior

Reference list of articles focused on the relation between levels of moral judgment and behavior.

Dawson, T. L. (2008). Values-centered leadership: A review. Northampton, MA: Developmental Testing Service, Inc.

Leadership reasoning and behavior

Leadership domain structure

Leadership sort task

Reference list of articles focused on the relation between conceptions of leadership and behavior.

Testing

Traditional vs. developmental assessment

new BLOG

Creativity

Creativity references

Audio and video

Our YouTube Channel

Interview of Dr. Dawson (1): The early days of DTS and Lectical Assessments.

Interview of Dr. Dawson (2): The background and use of Lectical Assessments.

Interview of Dr. Dawson (3a): The history of developmental assessment.

Interview of Dr. Dawson (3b): How the history of developmental assessment influenced the development of the LAS and Lectical Assessments.

Interview of Dr. Dawson by Tim Winton (4a): The ideal relationship between learning and assessment

Interview of Dr. Dawson by Tim Winton (4b): Developing Lectical Assessments

Interview of Dr. Dawson by Tim Winton (4c): Developmental levels and tiers

Interview of Dr. Dawson by Tim Winton (4d): The LDMA

How to conduct a clinical interview: This page provides a narrative discussion and video demonstration showing how to couduct a clinical cognitive-developmental interview.

Lectical assessments

Virtuous cycles of learning (white paper)

How to take a Lectical Assessment

DiscoTest

About DiscoTest

DiscoTest brochure for schools and school districts.

The LAS

new Introduction to the Lectical Assessment System

Validity, reliability, and sensitivity of the LAS

new A comparison of the LAS with other scoring systems

new CLAS: The Computer Assisted Lectical Assessment System

new About measurement

Developmental maieutics

Constructing developmental sequences

Hierarchical complexity

Skill levels

Dawson, T., & Heikkinen, K. (2009). Identifying within-level differences in leadership decision making. Integral Leadership Review, 9(5).

Level comparisons: Table aligning Lectical Levels with the levels of other cognitive-developmental assessment systems.

Lesson plans

Creativity

For researchers

Interviewing

Vitae

Stein's CV

Theo's CV

 

 

 

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