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Personal construct change and collaborative reflective practice: An examination of the use of repertory grid technique for research in a middle years school in Manitoba

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dc.contributor.supervisor Stapleton, John (Educational Administration, Foundations and Psychology) en
dc.contributor.author Smith, Ian G.
dc.date.accessioned 2009-08-24T19:05:34Z
dc.date.available 2009-08-24T19:05:34Z
dc.date.issued 2009-08-24T19:05:34Z
dc.identifier.uri http://hdl.handle.net/1993/3177
dc.description.abstract This thesis describes a research study that examined how collaborative reflective practice with three staff members in a middle years school affected their psychological constructs of what constitutes a good school. Using an action research design, the study made use of personal construct psychology and the methodology of repertory grid technique. Repertory grid results were analyzed using methods developed from personal construct theory (cluster analysis, principal components analysis and messy change grid analysis). This permitted insight into the nature and processes of changes that occurred. These processes were examined in light of Leithwood’s work on teacher development and Fullan’s thoughts on educational change. Using these models as an analytical framework, an evaluation was made of the potential uses and value of repertory grid technique in middle schools. The technique aligns well with the Leithwood and Fullan models and has notable benefits and advantages to offer the field of educational leadership. en
dc.format.extent 2650353 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US
dc.rights info:eu-repo/semantics/openAccess
dc.subject Personal construct theory en
dc.subject Repertory grid technique en
dc.subject Collaborative reflective practice en
dc.title Personal construct change and collaborative reflective practice: An examination of the use of repertory grid technique for research in a middle years school in Manitoba en
dc.type info:eu-repo/semantics/masterThesis
dc.degree.discipline Educational Administration, Foundations and Psychology en
dc.contributor.examiningcommittee Sadowy, Pat (Curriculum, Teaching and Learning) Mandzuk, Dave (Educational Administration, Foundations and Psychology) en
dc.degree.level Master of Education (M.Ed.) en
dc.description.note October 2009 en


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