Graham Webb

Theories of staff development: Development and understanding

Abstract This is the first of two papers which together consider a range of theoretical frames for the interpretation of staff development. These theoretical frames include ‘reflective practice’, ‘deep’ and ‘surface’ approaches to learning (phenomenography) and emancipatory action research, but there are worthy alternatives. The discourse of staff development (professional, educational, academic) is curiously limited in terms of criticism of its approaches, and in the exploration of alternative frames, such as those suggested by hermeneutics and post‐modernism. In this paper the basic meaning of ‘development’ is examined and its links with progress and evolution critiqued. It is argued that the ‘enlightenment’ and evolutionary tradition of ‘development’ lies behind stage theories of learning (moral, psychological and cognitive development), and that behind these lie the cultural experience, prejudice and normative view of the author. An alternative approach, hermeneutics, focuses on human understanding, a...

On pretexts for higher education development activities

This paper raises questions concerning pretexts available to educational developers in justifying their activities. Positivist epistemology is seen as a dominant characteristic of the higher education development discourse, leading to an associated valuing of the practical, empirical and instrumental. An alternative conception of development activities from the stand point of interpretive understanding is then outlined, together with some problems which may be raised with respect to this approach. Finally, critical theory is discussed as providing an epistemological position which avoids some of the problems of the other frameworks, but which carries problems of its own. For each framework, some consequences of the particular approach for higher education developers and their common tasks and activities are outlined. Generally, a shift of emphasis from the practical and instrumental to the reflective and value-orientated is espoused.

Theories of staff development: Progress and power

Abstract This is the second of two papers which together consider a range of theoretical frames for the interpretation of educational and staff development. The first paper (Webb, 1996c) considered origins of the word ‘development’ and some of the problems caused by its association with ideas of growth and evolution. An alternative approach was presented from the tradition of hermeneutics and human understanding. However, the possibilities for human understanding in staff development and teacher‐student relationships are put at risk by power inequalities. In the present paper this point is developed in terms of a critical theory of society, education and staff development and the associated methods of action research. Claims that critical theory and action research offer a progressive path for staff development are discussed. The question of power is then revisited in terms of post‐modernism, and some consequences for educational and staff development when viewed from this standpoint are outlined.

Contesting Learning Theory: A Response to Entwistle and Ekeblad.

The responses to the original paper by Webb (1997) are evaluated. It isargued that important arguments in that paper have not been addressed. Theissues which are considered lead to criticisms which are refuted.

Epistemology, Learning and Educational Technology

SUMMARY It is currently popular to categorize frameworks for the understanding and interpretation of educational concerns into epistemologies associated with positivism, interpretive understanding and critical theory. In this paper, each of these is considered in turn, and some observations are made concerning views of learning and uses of educational technology engendered by each framework. Positivism is criticized for its essentially limited and instrumental view of education, and both positivism and interpretive understandings for their neutral stances on the normative and value positions intrinsic in educational endeavours. Critical theory, while having its own epistemological and practical problems, is held to represent interesting possibilities for gauging progressive educational practice and concomitant uses for educational technology.

Reflective practice, staff development and understanding

This paper looks at the idea of reflective practice in the context of educational and staff development. The main elements of reflective practice and differences in the approach of the ‘expert’ in comparison with the ‘reflective practitioner’ are outlined. Notions of reflection‐in‐action and reflection‐on‐action are then taken up and elaborated. In particular, understanding, self‐understanding and openness are considered to be important for reflection‐in‐action. These are briefly considered and located within the tradition of interpretation, or hermeneutics. Reflection‐on‐action is then discussed and found to be very important for reflection‐in‐action. It is suggested that for busy, professional practitioners, reflection‐on‐action often comes under severe pressure and is the ‘endangered species’ of reflective practice.

Case Study: Developing Writing with Peer Discussions and Microcomputers

This paper describes a pilot project designed to assist first‐year undergraduate students of English to develop their writing skills. Essentially, the programme required students to produce a series of drafts of assignments, taking advantage of benefits derived from peer discussions, comments by their tutor and the availability of microcomputers for the revision and editing of text. Student and tutor reaction to the project has been enthusiastic and there appears to be ample scope for generalizing the experience to other curriculum areas and student levels.

An approach to the teaching of host/parasite population modelling.

Computer-aided learning is considered to be useful in the teaching of host/parasite population modelling. The STELLA programme for the Apple Macintosh microcomputer allows dynamic models to be developed by drawing a diagram of the interactions and then defining the relationships between variables in terms of simple mathematics or as graphs. Our experience in using this programme for project-based teaching is described.

Using Spreadsheet Software as an Aid in the Administration of Marks and Grades

Abstract In this paper the use of spreadsheet software in the routine administration of marks and grades is considered. Three levels of use are discussed, from simple applications at the assignment and course administration stage, to the more complex level of programme administration. The examples used serve to introduce some of the common problems which may be found in applying spreadsheets to such uses; further problems and complexities which may also arise are mentioned.

A comparison of factors affecting achievement in the University of Cambridge GCE A‐level geography examination in Jamaica and England

Summary Factors affecting achievement in the University of Cambridge GCE A‐level geography examination are compared for the differing educational environments of Jamaica and England. Samples comprising 155 students in Jamaica and 470 students in England were selected, and data collected on 16 independent variables for both groups. Composite factor variables were constructed and these were entered into path analyses. In Jamaica four factors were defined, and of these, the school influence factor had the most important effect upon A‐level achievement. The factor of study orientation played a minor role, while the factors of family background and cognitive ability were of little importance. In England the study orientation factor had the highest association with achievement, with cognitive ability having a minor effect. Family background was shown to be unimportant once more, and no school influence factor was extracted. All of the effects from the path analyses were direct; there was no mediation of indirec...