Professor Tim Cain

Name: Professor Tim Cain
Department: Professional Learning
Current position: Professor in Education
Email: tim.cain@edgehill.ac.uk
Location: Ormskirk Main Campus, Faculty of Education

Biography:

2011 – present   Professor in Education: Edge Hill University

2003-2011            Lecturer in Education: University of Southampton

2001-2003            Lecturer in Education: Bath Spa University (p/t)

1999-2001            Lecturer in Music Education: Kingston University (p/t)

1997-1999            Lecturer in Music Education: University College, Chichester (p/t)

1997-2002            Teacher of Music: Thornden School (p/t)

1991-1997            Lecturer in Education: La Sainte Union College of HE

1985-1991            Head of Music: Monks Park School, Bristol

1980-1985            Head of Music: St Gregory’s Catholic Comprehensive School, Bath

1977-1980            Teacher of music: Whitefield School, Bristol

Qualifications:

  • B.Ed. (Sheffield University)
  • M.A. (Kingston University)
  • Ph.D. (University of Southampton)

History and Achievements:

History:

  • Following a career in four Secondary schools Tim taught on teacher education in several universities including Kingston University, Bath Spa University and the University of Southampton, before moving to Edge Hill University in 2011 as Professor in Education. Now he direct the research centre for Schools, Colleges and Teacher Education (SCaTE) and teaches research methods on undergraduate and postgraduate programmes.

     

    His PhD was a study of mentoring, under the supervision of Professor Helen Simons, who pioneered the use of case study in educational research. As a result of his work in this field, he became a member of a European Union – funded project in mentoring (http://www.mint-mentor.net). His interests have shifted more recently to a concern with how teachers, particularly in schools, use research findings and collaborative research methods to develop their practice. His work in this area has appeared in Croatian, Dutch, German, Italian, Spanish, and Slovene publications and he has given Keynote Addresses to international conferences in Belgium and Croatia.

Achievements:

  • Tim is a member of several research organisations including the British Educational Research Association and the British Educational Research Association. He has been a PhD supervisor since 2006 and has acted as external examiner for PhD students in five universities.

 

Research and published work:

Research interests:

  • Mentoring, Music Education, Teacher Research, Research Utilisation

Research Groups

  • Research centre for Schools, Colleges and Teacher Education

Published work:

  • Cain, T., & Cursley, J. (2017). Teaching Music Differently: Case Studies of Inspiring Pedagogies. London: Routledge.
  • Cain, T., & Allan, D. (2017). The invisible impact of educational research. Oxford Review of Education, Ahead of Print.
  • Shortt, D., Cain, T., Knapton, H., & McKenzie, J. (2017). How To Be Good: Behaviour Management Policies in 36 Secondary Schools. Journal for Critical Education Policy Studies, 15(1), 155-180.
  • Spencer, P., Harrop, S., Thomas, J., & Cain, T. (2017). The professional development needs of early career teachers, and the extent to which they are met: a survey of teachers in England. Professional Development in Education, 1-14.
  • Cain, T., Wieser, C., & Livingston, K. (2016). Mobilising research knowledge for teaching and teacher education, European Journal of Teacher Education, 39(5), 529-533.
  • Cain, T. (2016). Research utilisation and the struggle for the teacher’s soul: a narrative review. European Journal of Teacher Education, 39(5), 616-629.
  • Cain, T. (2016). Denial, opposition, rejection or dissent: why do teachers contest research evidence?. Research Papers in Education, Ahead of Print.
  • Savery, A., Cain, T., Garner, J., Jones, T., Kynaston, E., Mould, K. & Wilson, D. (2016). Does engagement in Forest School influence perceptions of risk, held by children, their parents, and their school staff?. Education 3-13, 1-13.
  • Cain, T. (2015). Teachers’ engagement with published research: addressing the knowledge problem. Curriculum Journal, 26(3), pp.488-509.
  • Cain, T. (2015) Teachers’ engagement with research texts: beyond instrumental, conceptual or strategic use. Journal of Education for Teaching, 41 (5). pp. 478-492.
  • Cain, T. and Chapman, A. (2014). Dysfunctional dichotomies? Deflating bipolar constructions of curriculum and pedagogy through case studies from music and history. Curriculum Journal, 25 (1). pp. 111-129.
  • Cain, T. (2013). ‘Passing it on’: beyond formal or informal pedagogies. Music Education Research15(1), 74-91.
  • Cain, T., & Harris, R. (2013). Teachers’ action research in a culture of performativity. Educational Action Research21(3), 343-358.
  • Cain, T. (2012). Too hard, too soft or just about right: paradigms in music teachers’ action research. British Journal of Music Education29(03), 409-425.
  • Cain, T. (2011). Teachers’ classroom-based action research. International Journal of Research & Method in Education, 34(1), 3-16.
  • Cain, T. (2010). Music teachers’ action research and the development of big K knowledge International Journal of Music Education, 28(2), 1-17.
  • Cain, T. & Milovic, S. (2010.) Action research as a tool of professional development of advisers and teachers in Croatia. European Journal of Teacher Education, 33(1), 19-30.
  • Cain, T. (2009). Mentoring trainee teachers: how can mentors use research? Mentoring & Tutoring: Partnership in Learning, 17(1), 53-66.
  • Sewell, K., Cain, T., Woodgate-Jones, A. & Srokosz, A. (2009). Bullying and the postgraduate trainee teacher: a comparative study. Journal of Education for Teaching, 35(1), 3-18.
  • Cain, T. (2008) The characteristics of action research in music education. British Journal of Music Education, 25(3), 283–313.
  • Cain, T. & Domaille, K. (2008). What sort of knowledge is generated by action research? International Journal of Research & Method in Education, 31(1), 89-94.
  • Cain, T. (2007). Mentoring trainee music teachers: beyond apprenticeship or reflection. British Journal of Music Education, 24(3), 281-294.
  • Cain, T., Holmes, M., Larrett, A. & Mattock, J. (2007). Literature-informed, one-turn action research: three cases and a commentary. British Educational Research Journal, 33(1), 91-106.
  • Cain,T. (2005). What I learned from Alan: a case of change in an initial teacher training course, Music Education Research, 7(1), 119-124.
  • Cain, T. (2004). Theory, technology and the music curriculum, British Journal of Music Education, 21(2), 215-221.

Knowledge transfer and enterprise:

Presenting at conferences:

 

  • Cain, T. (2013). Practitioner Research in Music Education: its promise and power. In 21st EAS Conference ISME European Regional Conference “The Reflective Music Teacher”.
  • Cain, T. (2009) The Southampton Music Action Research Programme. Paper presented at the Annual conference of the Universities’ Council for the Education of Teachers, Leicester, 9-10 November 2009.
  • Cain, T. (2009) Practitioner research in music education. Paper presented at the Sixth international conference for research in music education, University of Exeter, England, 14-18 April 2009.
  • Sewell, K., Cain, T. & Woodgate-Jones, A. (2007) Bullying on PGCE courses: How can a university protect trainees? Paper presented at the Annual Conference of the British Educational Research Association, University of London, England, 5-8 September, 2007.
  • Cain, T. (2006) Exploratory talk to encourage professional reflection. Paper presented at the Annual Conference of the Association for Teacher Education in Europe, Portoroz, Slovenia, 22-25 October, 2006.
  • Cain, T. (2006) The role of action research in a course of initial teacher education. Paper presented at the Annual Conference of the British Educational Research Association, University of Warwick, England, 7-9 September, 2006.
  • Cain, T. (2005) The varying structures of mentoring conversations. Paper presented at the Annual Conference of the Association for Teacher Education in Europe, Amsterdam, Holland, 22-26 October, 2005.
  • Cain, T. (2005) The use of theory by Secondary School mentors in a course of initial teacher education. Paper presented at the Seminario International Complutense de Investigacion en Education Musical, Universidad Complutense, Madrid, Spain, 16-18 June, 2005.
  • Cain, T. (2004) Mentors’ use of theory in a Secondary teacher training course. Paper presented at the Annual Conference of the Association for Teacher Education in Europe, Agrigento, Italy, 23-27 October, 2004.
  • Cain, T. (2002) The music PGCE trainee: the Sorcerer’s Apprentice? Paper presented at the Annual Conference of the British Educational Research Association, University of Exeter, England, 12-14 September, 2002.

External collaboration/partnership activity:

Tim was a Guest Editor of the Special Issue of European Journal of Teacher Education, 39(5), together with Dr. Clemens Wieser, University of Graz, Austria. The Special Issue was entitled Mobilising research knowledge for teaching and teacher education.

Projects:

  • RETAIN. Educational Endowment Fund, £52,000. November 2015-August 2017. Cornwall College is the Lead Applicant, in conjunction with Edge Hill University, the Institute of Education, UCL and Birmingham City University. The project will deliver CPD to early career teachers in Cornwall and research the effect of this on the teachers. PI: Tim Cain; additional work by Hannah Johnson and Sue Rogers.
  • Early Years Improvement Project Evaluation.  St. Bedes Academy, £11,280. September 2015-July 2016. The project aims to evaluate the school-to-school support provided by St. Bedes for Early Years teaching. PI: Tim Cain, project management: Tim Lucas and Jo Albin-Clark.
  • Progress in Partnership Evaluation. £4,750, match-funded by EHU. West Bridge Teaching School Alliance. September 2015-July 2016. The project aims to inform and evaluate an initiative to support parents as co-educators of their children. PI: Tim Cain.

 

 

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