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Cain, Tim – British Journal of Music Education, 2012
This article considers some paradigms of educational research, and their relation to teachers' action research in their classrooms or studios. The positivist/scientific paradigm and the interpretive/naturalist paradigm are examined, with reference to two cases of music teachers' action research studies. These studies are found to be flawed because…
Descriptors: Music Teachers, Action Research, Classroom Research, Models
Cain, Tim – Curriculum Journal, 2015
Despite the increased interest in research impact, there is very little empirical evidence that educational research can inform practice directly, and furthermore, a body of literature which suggests that this is, in principle, impossible. This paper reports on a study in which secondary school teachers were given research findings about teaching…
Descriptors: Educational Research, Knowledge Base for Teaching, Action Research, Secondary School Teachers
Cain, Tim; Harris, Richard – Educational Action Research, 2013
In a culture of performativity, action research offers teachers an opportunity to step back and reflect on their practice. This paper reports on a collaborative project carried out between a university and a secondary school in England, in which the university staff supported an action research project within the school. Five school teachers…
Descriptors: Action Research, Foreign Countries, Secondary Schools, Universities
Cain, Tim – International Journal of Research & Method in Education, 2011
Teachers' classroom-based action research is sometimes misunderstood by those who undertake it and support it, in three respects. First, it is wrongly assumed to fall into either positivist or interpretive paradigms (or perhaps a mixture of both) or to be critical. Second, there is little understanding as to why action research is necessarily…
Descriptors: Action Research, Misconceptions, Epistemology, Educational Practices
Cain, Tim – International Journal of Music Education, 2011
This article presents an action research study into how trainee music teachers in England use a structured discussion process called "Collegial Consultation" to learn about teaching. The research shows that, in Collegial Consultation, trainees learn from each other by offering several solutions to a problem, offering reasons for their…
Descriptors: Foreign Countries, Preservice Teachers, Music Teachers, Graduate Students
Cain, Tim – International Journal of Music Education, 2010
Although action research is widely acknowledged to have benefits in terms of improving practice and professional development, its ability to generate new knowledge, and hence its status as research, is debatable. Indeed, there are questions as to whether it can be called "proper" research. This article draws on the Southampton Music…
Descriptors: Music, Action Research, Foreign Countries, Music Teachers
Cain, Tim – British Journal of Music Education, 2008
This review article discusses the use of action research in music education and its potential for producing knowledge and improving practice. The discussion is situated in an analysis of action research studies in music education. The review demonstrates that action research in music education focuses on a wide variety of subject matter,…
Descriptors: Action Research, Music Education, Research Methodology, Literature Reviews
Cain, Tim; Milovic, Sanja – European Journal of Teacher Education, 2010
Whilst educational action research is not unknown in Croatia, its use is not widespread. In part, this might be because action research assumes a high level of autonomy for practitioner-researchers, and a constructivist view of knowledge, neither of which are traditional characteristics of the Croatian system. This article reports on a capacity…
Descriptors: Constructivism (Learning), Research Projects, Action Research, Foreign Countries
Cain, Tim; Holmes, Melanie; Larrett, Alison; Mattock, Joanna – British Educational Research Journal, 2007
Although action research is a common feature of courses of initial teacher training, the evidence as to its efficacy, in encouraging reflection among trainees, is mixed. This article discusses cases of action research assignments carried out by three trainees into their own practice in relation to (a) behaviour management, (b) monitoring and…
Descriptors: Assignments, Thinking Skills, Trainees, Reflective Teaching