Conceptual space and the measurement of cognitive structure

Investigations of cognitive processes and structures are receiving increasing emphasis in the study of teacher thinking. This paper describes the application of some graph-theoretical methods to the investigation and mapping of conceptual structures in the area of classroom management practices produced by teacher education students and experienced teachers. The advantages of the graph-theoretic approach include the ability to accept different types of conceptual structure rather than requiring response using a structure imposed by the researcher.

This more open-ended procedure brings problems in establishing measures comparable across different kinds of structure. A method for dealing with these problems is described.