Understanding others Kellyian theory,methodology and applicationComprendre les autres la théorie de Kelly: methodologie et applicationEntendimiemto de los otros la teoría de Kelly: metodología y applicación

This article discusses Kelly's theory of personal constructs and its Repertory grid technique as means of revealing the nature of cultural differences and similarities. It shows how Kelly's theory relates to cognitive theory, implicit personality theory and subjective culture theory. According to Kelly, people and groups are best understood in terms of the ways they anticipate events. People are all psychologists since they employ constructs. These bases of discrimination are bipolar in nature and open to revision. A group's culture is summarized by its members' shared superordinate constructs. Kelly's Commonality Corollary explains that members of a group are similar because they use the same constructs to order events. Kelly's Sociality Corollary states that, in order to enter into a relationship with others, people need first to subsume the others' personal constructs. His custom-built Repertory grid elicits constructs by having a person decide how in a matrix other people, for example, are similar and different. In the rated grid form, each person or element is rated from most to least on the positive pole of each construct. Either principal components or cluster analysis or multidimensional scaling can reveal the interviewed person's superordinate dimensions of appraisal. As an emic technique, the grid is contrasted with the semantic differential and other fixed-format tests. A review of the personal construct literature shows that many individuals and cultural groups have been explained in their own terms. In this research, difference is construed as interesting and others are understood by construing their construction processes as a first step towards approval.     

Convergent validity of a novel method for quantifying rowing training loads

Elite rowers complete rowing-specific and non-specific training, incorporating continuous and interval-like efforts spanning the intensity spectrum. However, established training load measures are unsuitable for use in some modes and intensities. Consequently, a new measure known as the T2minute method was created. The method quantifies load as the time spent in a range of training zones (time-in-zone), multiplied by intensity- and mode-specific weighting factors that scale the relative stress of different intensities and modes to the demands of on-water rowing. The purpose of this study was to examine the convergent validity of the T2minute method with Banister’s training impulse (TRIMP), Lucia’s TRIMP and Session-RPE when quantifying elite rowing training. Fourteen elite rowers (12 males, 2 females) were monitored during four weeks of routine training. Unadjusted T2minute loads (using coaches’ estimates of time-in-zone) demonstrated moderate-to-strong correlations with Banister’s TRIMP, Lucia’s TRIMP and Session-RPE (rho: 0.58, 0.55 and 0.42, respectively). Adjusting T2minute loads by using actual time-in-zone data resulted in stronger correlations between the T2minute method and Banister’s TRIMP and Lucia’s TRIMP (rho: 0.85 and 0.81, respectively). The T2minute method is an appropriate in-field measure of elite rowing training loads, particularly when actual time-in-zone values are used to quantify load.     

Whose knowledge,whose values? the contribution of local knowledge to education policy processes: a case study of research development initiatives in the small state of Saint Lucia

This paper draws upon a case study of education in the small Caribbean state of Saint Lucia (population 154,000) to examine how local knowledge and values can influence the education policy process. It is argued that recent research development initiatives have strengthened the ability of Saint Lucia to mediate international education agendas to suit its distinctive ‘social ecology’ and circumstances as a small state. Saint Lucians, it is argued, are reconceptualizing educational research in ways that better reflect the society's Kwéyòl‐majority culture, oral traditions and postcolonial context. The boundaries of educational research are therefore being stretched to incorporate local knowledge and values and multiple modes of meaning‐making. The paper argues that increased recognition of the epistemological issues and cultural values that are at the heart of efforts to strengthen research capacity can play a crucial role in democratizing the education policy process and educational research itself.     

Barriers to inclusion: insights of special and general educators from the US and St. Lucia

Globally, inclusion has been touted as best practice for working with students with disabilities. Despite the universal acceptance of inclusion, educators have identified several challenges in using inclusive practices. The purpose of this study was to explore the perceptions of general and special educators from the United States and St. Lucia on barriers to inclusion. Using qualitative research methodology, 32 teachers were interviewed. Data were analyzed inductively and special and general educators’ perception of barriers emerged under six themes: inadequate resources and time, environmental and professional barriers, lack of administrative support, negative attitudes of stakeholders, differing interpretation on inclusion, and unsuitable curriculum and assessment. Analysis was also guided by Lewin’s (1947) theory of planned change. Results indicated that teachers across regions identified similar obstacles to inclusion with time and limited resources being the predominant problem. The main difference was that environmental and professional barriers were identified by more teachers from the US, while lack of administrative support was predominantly identified by teachers from St. Lucia. In analyzing the responses from both general and special educators, the researcher found that there were no major differences based on participants’ role. Recommendations and implications for practice are discussed.