In‐Service Diploma Course Evaluation using Repertory Grids

Abstract

Kelly repertory grids (Kelly, 1955), and associated computer programs (Shaw, 1980) were used to evaluate the effectiveness of the Post Experience Diploma in Literacy Development taught at Middlesex Polytechnic. Thirteen teachers participated in the study and they reported two major causes of change directly attributable to the Diploma. These were: (a) a greater knowledge, and (b) increased self‐awareness. The two causes of change were closely related to the stated aims and objectives of the Diploma and they instigated many positive outcomes related to: (i) the organisation and planning of the teaching of reading, (ii) the nature of communication and interaction with colleagues, and (iii) specific child centred benefits. Fewer negative outcomes were reported but they should provide the course tutors with a feedback to re‐direct their energies more profitably to overcome these problems when next teaching the Diploma. It is suggested that senior personnel in the schools provide conditions for the returning teacher which enable the potential benefits of gaining a Diploma to be maximised within the school.

Construing Classrooms and Curricula: a framework for research

“…The literature bears witness to a number of repertory grid studies of teacher thinking. Pope (1977) and Diamond (1985) explored student teachers' perceptions of teaching; Perrott et al (1976) and Kevill et al (1982) looked for changes in teachers' thinking following in-service courses; Hopwood & Keen (1978) used grids in the development of teachers' self-awareness; Olson (1980) studied teachers' responses to an innovative curriculum scheme; Ben-Peretz (1984) looked at the ways in which teachers construed specific curriculum items; and a number of researchers have administered grids in their more detailed examination of the construct systems of individual teachers (Bell, 1980;Rolph & Rolph, 1982;Parsons et al, 1983;Munby, 1984). Where the evidence is provided, it is noticeable that grid constructs tend to be general and, in themselves, not particularly illuminating.…”

“…First, the context within which the respondent is expected to construe has often not been made explicit. For example, Kevill et al (1982) were interested in pedagogic aspects of literacy skill development, yet asked teachers for "all the elements which regularly made up their day to day teaching job" (p. 47). Such looseness in specifying the context allows respondents to provide a heterogeneous collection of elements, which does not become a problem until they are asked to differentiate between a subset of three elements, using a construct relevant to all.…”

A repertory grid study of staff and students' personal constructs of educational research

“…However, very little research has been undertaken in higher education, except in teacher education. Pope and Keen (1981) have applied personal construct theory to education in general; Diamond (1983Diamond ( , 1985 has used the repertory grid technique in secondary teacher training; Kevill et al (1982) have used it for in-service diploma course evaluation; and Kevill and Shaw (1980) for evaluating staff-student interactions and teaching effectiveness. The purpose of the present study is to use the repertory grid technology for construing and analysing individual as well as group constructs of research effectiveness in order to be able to suggest ways in which these evolving criteria may be met in postgraduate education within and beyond the traditional singlesupervisor model.…”