This study uses qualitative data and literature from various disciplines to shed light on the complex phenomenon of cognitive change, especially as it occurs within educators. The resulting understandings are used to develop both verbal and visual models to illustrate the dynamics of such a transformative mental change. The qualitative data represents reflections of individual participants in a collaborative leadership problem-solving virtual environment designed to elicit cognitive conflict and potentially resulting in new understandings about power. This data was analyzed iteratively with research and literature from education, cognitive psychology, and neuroscience to gain a complete picture of cognitive change from an individual perspective. The study tests the cognitive change model's usefulness by applying it to individual participants' experiences.
University of Minnesota Ph.D. dissertation. May 2013. Major: Educational Policy and Administration. Advisor: C. Cryss Brunner. 1 computer file (PDF); xi, 323 pages, appendices A-B.
Meyer, John Edward.
Creating and applying a cognitive change model: a transdisciplinary (education, cognitive psychology, neuroscience) approach.
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