A Valuable Source for Education: the Scottish Government Yearbook 1976‐92     

Wilson Bain 《Educational studies》1993,19(3):373-377

This paper assesses the significance of articles in the Scottish Government Yearbook, 1976‐92, for understanding of educational issues in that period. Experienced writers contributed 20 such articles on schooling, training, tertiary education, the Technical and Vocational Education Initiative, parental choice and devolved management. All are important for aspects of education systems in the United Kingdom, either because they concern distinctively Scottish approaches or they explore common themes across Britain and beyond. Many draw upon the history and cultures of Scottish and English education, to place educational policy in as broad a social context as is possible within the compass of 10 to 40 pages. The Yearbook has now metamorphosed into a quarterly, Scottish Affairs. It has played a distinctive role as an annual of record and debate to serve the present decade.  相似文献   

Technology enhanced feedback tools as a knowledge management mechanism for supporting professional growth and school reform     

Alan Bain  Gerry Swan 《Educational technology research and development : ETR & D》2011,59(5):673-685

Attempts at school reform and improvement have experienced difficulty creating and implementing feedback systems that energize and sustain change efforts. If the call for reform at all levels of education is to be met, attention must be given to establishing effective feedback mechanisms in educational institutions as they embark on improvement efforts. The purpose of this article is to describe application of an educational design metaphor to create a Knowledge Management System that provides teachers with timely and constructive feedback about their professional practice. This system includes the way in which a corpus of professional knowledge about differentiated content and instruction, classroom grouping, evidence-based practice and classroom management can be embedded in a set of tools that provides multiple stakeholders (teachers, students, administrators) the opportunity to generate feedback about instructional practice. Use of the approach is discussed within the broader context of Knowledge Management as a vehicle to extend the role of feedback in school reform and improvement within a long term pilot application in one school.  相似文献   

Participant perceptions of exercise programs for overweight women   总被引：1，自引：0，他引：1  

L L Bain  T Wilson  E Chaikind 《Research quarterly for exercise and sport》1989,60(2):134-143

Eighteen women participated in a research project involving two phases: (a) an interview regarding weight history and exercise patterns, and (b) a series of exercise sessions followed by discussions of participants' reactions to them. The data were analyzed using inductive analysis techniques, and results of the analysis were discussed with participants for collaborative validation of the interpretation. Profiles of selected participants and themes that emerged are described. The participants varied in age and body size and had diverse backgrounds, interests, and abilities, but their shared experience of social disapproval based on body size was shown to affect their perceptions of exercise programs and their decisions about participation.  相似文献   

Conceptions of teaching held by academic teachers   总被引：3，自引：0，他引：3  

Katherine Samuelowicz  John D. Bain 《Higher Education》1992,24(1):93-111

This study examines conceptions of teaching held by academic teachers in the fields of science and social science, in two universities: a distance university in the UK and a traditional one in Australia. A five level classification of conceptions of teaching is proposed. A process of arriving at this scheme is discussed and a formalised coding system is presented which helps to delimit, with greater confidence, the boundaries of each conception, and helps to order conceptions, to compare conceptions proposed by other researchers, and to place individuals within conceptions. The same coding system is then used to define the concepts of student-centered and teacher-centered approaches to teaching. There is a strong suggestion that teaching conceptions are context-dependent.  相似文献   

The Effects of a School‐wide Behaviour Management Programme on Teachers’ Use of Encouragement in the Classroom     

Alan Bain  Stephen Houghton  Sally Williams 《Educational studies》1991,17(3):249-260

The purpose of this study was to examine the effectiveness of a whole school behaviour management programme on teachers’ use of encouragement in the classroom. Given that the performance of the school has become an important dependent variable in school effects research, it follows that interventions which address behaviour management and the improvement of academic performance, have also taken on a school‐wide focus or orientation. In Australia, where this study was conducted, there has been an increased interest in the use of school‐wide behaviour management and discipline programmes, which are characterized by their focus on improving teachers’ classroom management skills. In the present study randomly selected teachers from schools involved in a school‐wide behaviour management programme participated in an experimental evaluation of the effects of the programme. Continuous data collection indicated that the majority of teachers made increases in their use of encouragement over the course of the intervention. However, observations conducted during a follow‐up phase revealed reductions in levels of encouragement following the withdrawal of the intervention.  相似文献   

Orientations to research higher degree supervision   总被引：2，自引：0，他引：2  

Noela Murphy  John D. Bain  Linda Conrad 《Higher Education》2007,53(2):209-234

This study examines the beliefs of supervisors and PhD candidates about higher degree supervision and three other academic domains: research; teaching; and learning. Interview data from 34 participants were categorised into four distinctive orientations to supervision, each consisting of a network (plexus) of beliefs about the four domains. Although each orientation comprised many beliefs, the orientations clearly differed in terms of two broad distinctions: whether the supervisor should direct and take responsibility for the research (controlling beliefs) or should guide the process (guiding beliefs), and whether the focus of supervision should be more upon the research tasks to be completed (task-focussed beliefs) or upon the development of the candidates (person-focussed beliefs). These distinctions, plus the types of interconnections between the beliefs comprising each orientation, support the conclusion that beliefs about teaching are central to each orientation, even though supervision is intimately concerned with research.  相似文献   

The design of pre-service inclusive education courses and their effects on self-efficacy: a comparative study   总被引：1，自引：1，他引：0  

Julie Lancaster  Alan Bain 《Asia-Pacific Journal of Teacher Education》2010,38(2):117-128

This study compared two versions of a 13-week mandatory undergraduate inclusive education course to determine their effects on the self-efficacy of pre-service elementary education teachers. For the purposes of the research, the self-efficacy construct was applied specifically to working with students who have inclusive educational needs. The study sought to determine whether there were differential effects of the two approaches – one based on a field-based placement and the other employing a course design approach derived from complex adaptive systems. The results showed statistically significant gains in self-efficacy for both approaches, although there were no statistically significant differences between versions of the course. The implications of the findings are discussed for the design of mandatory inclusive education courses.  相似文献   

Heart rate prescribed walking training improves cardiorespiratory fitness but not glycaemic control in people with type 2 diabetes     

Richard D. Morton  Daniel J. West  Jeffrey W. Stephens  Stephen C. Bain  Richard M. Bracken 《Journal of sports sciences》2013,31(1):93-99

Abstract

In this study, we examined the effects of a supervised, heart rate intensity prescribed walking training programme on cardiorespiratory fitness and glycaemic control in people with type 2 diabetes mellitus. After receiving local ethics approval, 27 individuals (21 males, 6 females) with type 2 diabetes were randomly assigned to an experimental (“walking”) or control group. Participants completed a Balke-Ware test to determine peak heart rate, peak oxygen consumption ([Vdot]O_2peak), and peak gradient. The walking group then completed a 7-week (four sessions a week) supervised, heart rate prescribed walking training programme, whereas the control group continued daily life. After training, participants completed another Balke-Ware test. Fasting blood glucose and glycosylated haemoglobin were measured at rest. The results showed that walking training elicited 80% (s = 2) of peak heart rate and a rating of perceived exertion of 11 (s = 1). Peak heart rate and [Vdot]O_2peak were higher in the walking than in the control group after training (P < 0.05). Based on the peak gradient before training, the respiratory exchange ratio was significantly lower (P < 0.05) and there was a strong trend for [Vdot]O₂ (P = 0.09) and heart rate (P = 0.09) to be lower after training at the same gradient in the walking compared with the control group. These improvements increased walking peak gradient by 5 min (s = 4 min) compared with the control (P < 0.05). There was no change in fasting blood glucose or glycosylated haemoglobin after training. Despite no change in glycaemic control, heart rate prescribed walking improved peak and sub-maximal cardiorespiratory responses. The beneficial adaptations support the use of heart rate monitoring during walking in people with type 2 diabetes mellitus.  相似文献   

The professional learning needs and priorities of higher-education-based teacher educators in England,Ireland and Scotland     

Gerry Czerniawski  Donald Gray  Ann MacPhail  Yvonne Bain  Paul Conway  Ainat Guberman 《师资教育杂志》2018,44(2):133-148

Against a rapidly changing policy landscape for teacher education, exacerbated by ‘Brexit’ in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic of Ireland and Scotland about their experiences of, and priorities for, professional learning. While the data generated were mainly quantitative data, qualitative features were embedded within the survey design. Both types of data have been used to draw out complexities that emerge when exploring a professional group of educators responsible for the preparation of a future generation of teachers. The findings are presented and discussed in relation to the professional demographics of the sample, research expectations placed on them and teacher educators’ priorities for professional learning. Given the unique occupational position of teacher educators, their importance in the quality of teacher education and the lack of formal focus on their professional development, our starting point for teacher educators’ professional development lies in their practice situated and positioned within global, regional, national and local policy contexts.  相似文献   

Curriculum authoring tools and inclusive classroom teaching practice: a longitudinal study     

Alan Bain  Robert John Parkes 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(2):177-189

The purpose of this study was to investigate the longitudinal application of a suite of curriculum authoring tools (CATs) to inclusive classroom teaching practice in a secondary school setting. The study sought to establish whether the incorporation of the CATs into the teachers’ curriculum development and implementation covaried with improved implementation integrity of classroom teaching practice over time. A repeated measures design was used to establish whether those teachers with high levels of tool use also recorded higher levels of implementation integrity in their use of specific inclusive teaching practices. The effects of the tools were measured using 578 50‐minute classroom observations gathered over a 2.5‐year period. The results indicated that higher levels of implementation integrity in classroom practice covaried with the extent to which the tools were used for the design and implementation of curriculum.  相似文献