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The Elephant in the Room

1. The Elephant in the Room. All you ever wanted to know about Repertory Grids… Bill Smith PhD. University of Auckland , Faculty of Education, Critical Studies in Education March 16 th & April 17 th 2009. 2. 2. 2. Overview. Personal Construct Psychology Repertory Grids

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The Elephant in the Room

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  2. The Elephant in the Room All you ever wanted to know about Repertory Grids… Bill Smith PhD University of Auckland , Faculty of Education, Critical Studies in Education March 16th & April 17th 2009 2 2 2

  3. Overview • Personal Construct Psychology • Repertory Grids • Elicitation (i.e. data collection) • Analysis • Clustering techniques (trees & maps) • Comparison functions (matches & nets) • Logical induction • Summary 3 3

  4. Personal Construct Psychology • PCP is a theory of learning and knowledge developed by George Kelly (1955) as a complete psychological theory with explicit assumptions (a single postulate and 11 corollaries). • Kelly uses the metaphor of the "personal scientist" to explain how a person makes sense of the world around them and anticipates future events. • Personal Constructs classify our personal observations and experience allowing us to anticipate future events. • Personal Constructs are hypotheses constantly being tested and revised as we adapt to a changing world. 4 4 4

  5. Personal Constructs • Personal constructs are expressed as bipolar distinctions, contrasting similarities and differences (e.g. hot-cold) • These distinctions help us classify our observations and experience, and anticipate a limited range of future events • A construct's range of convenience comprises all the relevant contexts or subject matter domains where it applies 5

  6. PERSONAL CONSTRUCTS in ACTION A battleship had been at sea in heavy weather for several days. The visibility was poor so the captain remained on the bridge Shortly after dark, the lookout reported, "Light bearing on the starboard bow." "Is it steady or moving astern?" the caption called out. Lookout replied, "Steady captain," which meant we were on a collision course. The captain then called to the signalman, "Signal that ship: We are on a collision course, advise you change course 20 degrees." Back came the signal, "advisable for you to change course 20 degrees.: The captain said, "Send, I'm a captain, change course 20 degrees." "I'm a seaman 2nd class," came the reply. "You had better change course 20º " By that time the captain was furious. He spat out, "Send I'm a battleship. Change course 20 degrees." Back came the flashing light, "I'm a light house.“ We changed course. _______________________ 6 6 6

  7. Mental Models • Our personal constructs are not a chaotic jumble but personally unique systems of understanding. • The intersection of construct distinctions generates rules or preferences for decision or action. • Personal constructs are often organized into complex hierarchical systems or mental models. • Mental models are a simplified set of distinctions people make about the world to help them interpret what they observe, to generate inferences, and to solve problems in a particular domain. 7 7 7

  8. Mental Model – Product Choice Complex Decisions are based on a Hierarchy of Distinctions 8 8 8

  9. The basic schema for adaptive behaviour is one in which surprise flows up the hierarchy and preferences flow down. Surprise corresponds to the distinctions being Too simple to explain events Of insufficient variety to account for all events So inaccurate they generate false conclusions Our personal constructs are constantly being revised in the light of experience. LEARNING - the Ladder of Inference 9 9 9

  10. Knowledge Elicitation Techniques 10 10 10

  11. Repertory Grids • A Repertory Grid is a knowledge acquisition and representation technique derived from George Kelly's personal construct theory (PCT) • Basically a repertory grid consists of a • a representative set of elements that define the scope of the study area • a set of personal constructs used by the subject to compare and contrast these elements • a rating scheme that evaluates the elements in terms of each bipolar construct 11 11 11

  12. Advantages of RepGrids The Repertory Grid Does not impose the researchers own values or frame of reference Bypasses a persons cognitive defences Elicits thoughts and beliefs the subject may find difficult to articulate or may be unaware Can be used with persons of all age groups and different cultural backgrounds 12

  13. RepGrid Protocol 13 13 13

  14. Research Questions Please! • Before eliciting elements for a Repertory Grid you first need to define a research question because the elements you choose define the subject matter domain of your enquiry. For example: • What abilities distinguish teachers who are more successful than others in generating learning outcomes for their students? 14

  15. Element Elicitation Elements are typical examples taken from the subject matter domain you wish to explore. Elements should be Homogeneous and carry equal weight Concrete, specific and time bound Mutually exclusive with no overlap The selection of elements should completely represent the scope of the domain People cannot complete a session about an element class for which they have no knowledge or experience. 15 15 15 15 15

  16. Construct Elicitation Constructs can be elicited as dyads or triads: To elicit constructs as dyads, you would ask do you see these two elements as similar or different. If they are similar you would ask what characteristics do they share in common or if the elements are perceived to be different, you would ask how are they different. To elicit constructs as triads, take the elements in groups of three, and ask: select two and ask is there any way that two of these similar to each other and different from the third? Elicitation produces a bipolar constructs: The poles are not logical opposites but contrasting states that are meaningful to the respondents Constructs can be expressed as nouns, adjectives, and short descriptive phrases Every element must be used once in the elicitation. Every construct must relate to all the elements 16 16 16 16 16

  17. Samples of Construct Elicitation 17

  18. Rating the Elements 18 18 18 18 18

  19. Would you like to Elicit a RepGrid? STEPS • Eliciting Elements • Eliciting Constructs • Rating the Elements in terms of every construct on a scale of 1 to 9

  20. Repertory Grid Software 20 20 20

  21. Repertory Grid Toolkit 21 21 21

  22. Repertory Grid Analysis MODULES ELICIT/DISPLAY FOCUS PRIN-COM SOCIO-NET EXCHANGE INDUCT FUNCTIONS Elements-Constructs-Values Hierarchical Clustering Group similar elements & constructs Spatial Clustering Represent grid in minimum dimensions Comparisons-in-use Degree of match - persons & views Personsn Determine whether persons use terms and constructs in the same way Logical Structuring Missing classes & rules Premises, predicates & exceptions 22 22 22 22 22

  23. Grid Display - Effective Teachers 23

  24. FOCUS Cluster Analysis 24 24 24

  25. FOCUS Clusters - Effective Teachers 25

  26. FOCUS Clusters - Adaptive Tutoring Derry & Potts (1998) 26

  27. FOCUS Clusters-a Reflective PractitionerHopper & Rossi (2001) 27 27 27

  28. PrinCom Maps 28 28 28

  29. PrinCom Map - Effective Teachers 29

  30. SOCIO Compare Functions 30 30 30 30 30

  31. EXCHANGE • If people describe the same domain in different ways it is important to highlight these differences for discussion. • There are 4 possible ways that different persons can • use terminology & distinctions they impose on a common domain 31 31 31 31 31

  32. EXCHANGE – Expert TeachingJacobsen (1995) 32

  33. COMPARE -Teacher Effectiveness 33

  34. COMPARE – Change in Teachers KnowledgeHenze et al 2007

  35. Socio-Nets 35 35 35 35

  36. Socio-Nets – Staff Views on Educational ResearchZuber-Skerritt (1987) 36 Socio-Nets

  37. INDUCT • Represents the grid as a logical structure of classes and rules – a decision tree – linking a person’s premises & conclusions 37 37

  38. INDUCT – Expert MetaphorsSmith (2006)

  39. Summary • Repertory Grids are suitable for studies of teaching and learning. They help you understand and explain differences in thinking & behaviour. • Only a limited number of cases are required to draw defensible conclusions • There is a complete RepGrid toolkit that supports data collection and analysis. 39 39

  40. The end W.G.B. (Bill) SMITH PhD wgb.smith@auckland.ac.nz 40 40 40

  41. Any questions? About Repertory Grids 41 41 41

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