DOCUMENT RESUME ED 409 367 TM 026 907 AUTHOR Lambert, Richard; And Others TITLE The Repertory Grid as a Qualitative Interviewing Technique for Use in Survey Development. SPONS AGENCY Administration for Children, Youth, and Families (DHHS), Washington, DC. PUB DATE Mar 97 NOTE 17p.; Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). PUB TYPE Reports Evaluative (142) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Administrators; Attitudes; *Coding; Comparative Analysis; *Interviews; *Measurement Techniques; Parents; Preschool Education; Program Evaluation; *Surveys; Teachers IDENTIFIERS *Personal Construct Theory; Project Head Start; *Repertory Grid Technique ABSTRACT The Repertory Grid Technique (RGT) is an interviewing and measurement strategy that originated as a methodological component of the Personal Construct Theory of G. Kelly (1955). Because the RGT focuses on internal processes, it can enhance a key informant interview in that the comparisons it requires the respondent to make stimulate connections and offer insights that represent meaningful perceptions and values. Kelly's theory defines personal constructs as the ways in which individuals create templates or patterns in an attempt to make sense of the realities of the world. The RGT is a measurement system designed to elicit the personal construct system. It is useful in survey construction as the grid is constructed. An application of the RGT approach to survey development is presented in the analysis of 189 responses of 26 administrators, teachers, and parents in an evaluation of Head Start programs. Ninety-four codes were established for these responses, which were grouped in to five domains. Making the grid is a complex sorting task in which elements are judged successively on a set of bipolar constructs, so that the grid becomes a multidimensional overlay of elements onto constructs. An appendix contains the rating sheet used for the grid. (Contains two figures and six references.) (SLD) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** The Repertory Grid as a Qualitative Interviewing Technique for Use in Survey Development U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL EDUCATIONAL RESOURCES INFORMATION HAS BEEN GRANTED BY CENTER (ERIC) 4;1/This document has been reproducedas received from the person or organization 'Richard (.0.61b&cf- originating it. Minor changes have been madeto improve reproduction quality. Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) Richard Lambert official OERI position or policy. University of North Carolina at Charlotte Melissa Kirksey Michele Hill-Carlson Georgia State University Christopher McCarthy University of Texas at Austin Paper presented at the 1997 Annual Convention of the American Educational Research Association Chicago, IL Correspondence concerning this paper should be directed to: Richard G. Lambert, Ph.D. Department of Educational Administration, Research, and Technology University of North Carolina at Charlotte 3135 Colvard Charlotte, NC 28223 [email protected] Funding for this effort was provided by The U.S. Department of Health and Human Services, Agency for Children, Youth, and Families through a five year grant to the Center for the Study of Adult Literacy, Georgia State University, entitled Research Center for Head Start Quality. -'cST COPY AVAI BLE 2 The Repertory Grid as a Qualitative Interviewing Technique for Use in Survey Development Qualitative methods such as key informant interviews and focus groups have been widely recognized as important early steps in survey development (Salant and Dillman, 1994). Beginning a survey research project with qualitative methods offers several advantages: 1.) the gathering of information that will enable the survey researcher to include the most salient issues and concerns, 2.) develop a set of items that represent the constructs under investigation more completely, and 3.) design items that are written "in the voice" of the potential respondents themselves. The Repertory Grid Technique (RGT) is a unique interviewing and measurement strategy that originated as a methodological component of Personal Construct Theory (Kelly, 1955). It has a long history of use in psychological research, especially when the subjective ways in which individuals interpret and explain their perceptions to themselves are the objects of inquiry (Fransella & Bannister, 1977). The method has been applied to research problems in education, psychology, and medicine, particularly when the focus is on attempting to reveal the respondent's internal personal strategies for construing one's environment (Kendrick & Timble, 1994). The method has been particularly useful when examining the ways in which respondents organize their perceptions of particular events or objects of judgement. While a standardized technique with elaborate scoring options exists, it can be modified or customized when used in each new application. Because the RGT focuses on internal processes, it can enhance a key informant interview beyond the usual structured interviewing techniques. The nature of the comparisons involved in the technique stimulate the respondent to make connections and offer insights that while not immediately accessible, represent meaningful perceptions and values related to the objectives of the survey under development. The information gathered from such interviews is, therefore, a particularly rich example of qualitative responses. Personal Construct Theory In 1955, George Kelly defined personal constructs as the way in which individuals create templates or transparent patterns in an attempt to make sense of the realities of the world. Kelly (1955) considered these templates to be tentative; "in general man seeks to improve his constructs by increasing his repertory, by altering them to provide better fits, and by subsuming them with superordinate constructs or systems" (p. 9). He stated that a person's construct system exists to assist one in becoming more certain of fewer things, thereby offering protection regarding future events. In building the theory of personal constructs, Kelly outlines 11 corollaries in an attempt to create an assumptive structure. Even Kelly recognized the limitations of his theory. Nevertheless it is important to understand the underpinnings of Kelly's intentions to connect it with the findings of this study. Kelly's fundamental postulate and corollaries are as follows: a.) Fundamental Postulate - a person's processes are psychologically channelized by the ways in which he/she anticipates events, b.) Construction Corollary - a person anticipates events by construing their replications, c.) Individuality Corollary - person's differ from each other in their constructions of events, d.) Organization Corollary - each person characteristically evolves, for his/her convenience in anticipating events, a construction system embracing ordinal relationships between constructs, e.) Dichotomy Corollary - a person's construction system is composed of a finite number of dichotomous constructs, f.) Choice Corollary - a person chooses for him/herself that alternative in a dichotomized construct through which he/she anticipates the greater possibility for extension 4 and definition of his/her system, g.) Range Corollary - a construct is convenient for the anticipation of a finite range of events only, h.) Experience Corollary - a person's construction system varies as he/she successively construes the replication of events, I).Modulation Corollary - thevariation in a person's construction system is limited by the permeability of the constructs within whose ranges of convenience the variant lie, j.) Fragmentation Corollary - a person may successively employ a variety of construction subsystems which are inferentially incompatible with each other, k.) Commonality Corollary - to the extant that one person employs a construction of experience which is similar to that employed by another, his/her psychological processes are similar to those of the other person, and 1.) Sociality Corollary - to the extant that one person construes the construction processes of another, he/she may play a role in a social process involving the other person. (p. 103) The RGT is a measurement technique developed to elicit the personal construct system outlined above. Unlike other sorting tasks, the RGT is generally concerned with the participant's relationship to particular people (Kelly, 1955). It is estimated by Neimeyer (1985) that 95% of published personal construct research is based in some form on the RGT (Sewell, Adams-Webber, Mitterer, & Cromwell, 1992). The RGT consists of the mapping of elements onto constructs. Elements can be concrete or abstract answers to a list of questions called the Role Title List (we later refer to these as the Element List). Constructs represent the way Elements are judged as similar and different (Liseth, Ford, Adams-Weber, Canas, & Bezdek, 1992). Personal construct theory contains several assumptions that need to be noted. First, a construct, as described above, is a way in which things or people are construed