Ed Baines
Biographic Data
| ID | 3655819 |
|---|---|
| NAME | Ed Baines |
| GIVEN NAMES | Ed |
| FAMILY NAME | Baines |
| SIGNATURE | BAINES E |
| AFFILIATIONS | University of London |
| ORCID | 0000-0002-5643-7506 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 38 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
An international comparison study of the number and length of breaktimes in primary and secondary schools
Many schools across the world allow time for students to have some form of break from formal adult-led learning activities. However, there is little understanding of the nature of these times at national and international levels. This survey study sought to examine the number and total amount of time available for school breaktimes, relative to different age groups of children, in different countries across the world. Staff in schools catering fo…
Co-teaching practices in Italian primary classrooms: A case for including the sociocultural framework in training teaching collaborations
Internationally, co-teaching is valuable for educating mainstream classes including children with disabilities. This educational provision typically involves a special education teacher (SET) and a classroom teacher. These ‘co-teachers’ are generally expected to collaborate in whole-class instruction. However, international research often illustrates that SETs independently support the classwork of disabled children while teachers handle whole-cl…
How do teachers engage students in the lowest attaining English sets in high achieving schools? A mixed methods, multiple case study
Grouping students at secondary school based on attainment is a prevalent practice in English schools. Despite this, research has suggested that those placed in low attaining groups are disadvantaged by their placement. This study aimed to provide an account of student engagement, teacher interactions and pedagogical approaches employed by English teachers. A mixed method, multiple case study design was used to report on classroom practices and st…
The decline in breaktimes and lunchtimes in primary and secondary schools in England: Results from three national surveys spanning 25 years
Breaktimes are ubiquitous in English schools. Research suggests they have social value for children, but school staff often have a range of concerns about breaktimes and tend to undervalue them. However, there is little understanding about these times, not least because data are not collected about their organisation and characteristics. This paper brings together data from three national surveys undertaken in 1995, 2006 and 2017 of head teachers…
Recess in the 21st Century Post‐Covid World
The abrupt onset of the COVID-19 pandemic forced the world into frenzied action, creating a series of ongoing stressors: school/work closings, remote learning, canceled events, family strife, fear, and a significant loss of social interactions. It is now unsurprising to learn that children's mental health has suffered. As social connection is tightly entwined with children's mental health, supporting school-based spaces for quality social interac…
The peer relations of pupils with special educational needs in mainstream primary schools: The importance of meaningful contact and interaction with peers
Background and aimsChildren with special educational needs (SEN) are generally less accepted by peers in school and have fewer friendships than those without SEN. However, little research has examined peer relations across multiple dimensions, relative to severity of need and in relation to classroom experiences and individual behavioural characteristics. This unique study aimed to extend understanding of the peer relations of pupils with differi…
Discourse topic management and discussion skills in middle childhood: The effects of age and task
Discourse topic management and discussion skills are central for intersubjectivity, learning and education, yet there is little understanding of how such skills develop.The reported research comprises two studies, which examined the skills of discourse topic maintenance, shading and hierarchicalization during middle childhood. Each study compared the performances of same-age and same-sex dyads of 4, 6 and 9 years of age (Study 1: 28 dyads; Study …
Improving the effectiveness of collaborative group work in primary schools: Effects on science attainment
This longitudinal research tests the effectiveness of the SPRinG programme, which was developed through a collaboration between researchers and teachers and designed to provide teachers with strategies for enhancing pupil group work in ‘authentic’ classroom settings. An evaluation study involved comparing pupils in SPRinG classrooms and trained in group work skills with those who were not in terms of science attainment. There were 560 and 1027 pu…
Grouping of Pupils in Secondary School Classrooms: Possible Links between Pedagogy and Learning
A Short‐term Longitudinal Study of Children's Playground Games in Primary School: Implications for Adjustment to School and Social Adjustment in the USA and the UK
In this study we described development of boys’ and girls’ games on the school playground at recess as they progressed across the first year of primary school in London (UK) and Minneapolis (USA) in order to document age‐related trends in games during this period and to examine the predictive role of games in children's adjustment to school and more general social adjustment. Consistent with expectations, games accounted for a significant portion…
The social context of school playground games: Sex and ethnic differences, and changes over time after entry to junior school
This short‐term longitudinal study examined activities at recess and peer relations. We were interested in changes over the school year, and the sex and ethnic mix of groups. Data came from systematic observations of 129 pupils (61 boys and 68 girls) aged 7–8 years. Results showed that peer interaction dominated recess. Ball games increased over the year, and chasing games decreased. Aggression was most common during vigorous play and conversatio…
Pupil Groupings in Primary School Classrooms: Sites for learning and social pedagogy
Studies of teaching and learning within classrooms rarely consider the multilayered effects of social context, especially involving within‐class groupings. Yet, all pupils in classes are placed in some form of grouping throughout their classroom life and this will have an impact on their learning. This article seeks to move forward the understanding of within‐class groupings in real classrooms. Five ‘core themes’ central to pupils' experience of …
A Short-term Longitudinal Study of Children’s Playground Games Across the First Year of School: Implications for Social Competence and Adjustment to School
This longitudinal study describes playground games of children progressing across their first year of schooling. Boys, in comparison with girls, played more games, especially chase and ball games, and played a greater variety of games. Also, the variety of boys’ games increased across the school year. Girls played more verbal games than boys. The study found that facility with games forecast boys’ social competence and both boys’ and girls’ adjus…
Classroom contexts: Connections between class size and within class grouping
Background. There has been a vigorous debate for many years about the educational effects of class size differences, but even if differences have an impact on pupils’ academic progress this still leaves unanswered important questions about what mediates the effect. Aims. This paper is informed by a classroom contextual perspective, and examines associations between class size and within class groupings (in terms of size and number of groups, adul…
Pupil Groupings in Primary School Classrooms: Sites for learning and social pedagogy
Studies of teaching and learning within classrooms rarely consider the multilayered effects of social context, especially involving within‐class groupings. Yet, all pupils in classes are placed in some form of grouping throughout their classroom life and this will have an impact on their learning. This article seeks to move forward the understanding of within‐class groupings in real classrooms. Five ‘core themes’ central to pupils' experience of …
Classroom contexts: Connections between class size and within class grouping
Background. There has been a vigorous debate for many years about the educational effects of class size differences, but even if differences have an impact on pupils’ academic progress this still leaves unanswered important questions about what mediates the effect. Aims. This paper is informed by a classroom contextual perspective, and examines associations between class size and within class groupings (in terms of size and number of groups, adul…
A Short‐term Longitudinal Study of Children's Playground Games in Primary School: Implications for Adjustment to School and Social Adjustment in the USA and the UK
In this study we described development of boys’ and girls’ games on the school playground at recess as they progressed across the first year of primary school in London (UK) and Minneapolis (USA) in order to document age‐related trends in games during this period and to examine the predictive role of games in children's adjustment to school and more general social adjustment. Consistent with expectations, games accounted for a significant portion…
A Short-term Longitudinal Study of Children’s Playground Games Across the First Year of School: Implications for Social Competence and Adjustment to School
This longitudinal study describes playground games of children progressing across their first year of schooling. Boys, in comparison with girls, played more games, especially chase and ball games, and played a greater variety of games. Also, the variety of boys’ games increased across the school year. Girls played more verbal games than boys. The study found that facility with games forecast boys’ social competence and both boys’ and girls’ adjus…
The peer relations of pupils with special educational needs in mainstream primary schools: The importance of meaningful contact and interaction with peers
Background and aimsChildren with special educational needs (SEN) are generally less accepted by peers in school and have fewer friendships than those without SEN. However, little research has examined peer relations across multiple dimensions, relative to severity of need and in relation to classroom experiences and individual behavioural characteristics. This unique study aimed to extend understanding of the peer relations of pupils with differi…
The decline in breaktimes and lunchtimes in primary and secondary schools in England: Results from three national surveys spanning 25 years
Breaktimes are ubiquitous in English schools. Research suggests they have social value for children, but school staff often have a range of concerns about breaktimes and tend to undervalue them. However, there is little understanding about these times, not least because data are not collected about their organisation and characteristics. This paper brings together data from three national surveys undertaken in 1995, 2006 and 2017 of head teachers…
Improving the effectiveness of collaborative group work in primary schools: Effects on science attainment
This longitudinal research tests the effectiveness of the SPRinG programme, which was developed through a collaboration between researchers and teachers and designed to provide teachers with strategies for enhancing pupil group work in ‘authentic’ classroom settings. An evaluation study involved comparing pupils in SPRinG classrooms and trained in group work skills with those who were not in terms of science attainment. There were 560 and 1027 pu…
Grouping of Pupils in Secondary School Classrooms: Possible Links between Pedagogy and Learning
Classroom contexts: Connections between class size and within class grouping
Background. There has been a vigorous debate for many years about the educational effects of class size differences, but even if differences have an impact on pupils’ academic progress this still leaves unanswered important questions about what mediates the effect. Aims. This paper is informed by a classroom contextual perspective, and examines associations between class size and within class groupings (in terms of size and number of groups, adul…
Pupil Groupings in Primary School Classrooms: Sites for learning and social pedagogy
Studies of teaching and learning within classrooms rarely consider the multilayered effects of social context, especially involving within‐class groupings. Yet, all pupils in classes are placed in some form of grouping throughout their classroom life and this will have an impact on their learning. This article seeks to move forward the understanding of within‐class groupings in real classrooms. Five ‘core themes’ central to pupils' experience of …
A Short-term Longitudinal Study of Children’s Playground Games Across the First Year of School: Implications for Social Competence and Adjustment to School
This longitudinal study describes playground games of children progressing across their first year of schooling. Boys, in comparison with girls, played more games, especially chase and ball games, and played a greater variety of games. Also, the variety of boys’ games increased across the school year. Girls played more verbal games than boys. The study found that facility with games forecast boys’ social competence and both boys’ and girls’ adjus…
The social context of school playground games: Sex and ethnic differences, and changes over time after entry to junior school
This short‐term longitudinal study examined activities at recess and peer relations. We were interested in changes over the school year, and the sex and ethnic mix of groups. Data came from systematic observations of 129 pupils (61 boys and 68 girls) aged 7–8 years. Results showed that peer interaction dominated recess. Ball games increased over the year, and chasing games decreased. Aggression was most common during vigorous play and conversatio…
A Short‐term Longitudinal Study of Children's Playground Games in Primary School: Implications for Adjustment to School and Social Adjustment in the USA and the UK
In this study we described development of boys’ and girls’ games on the school playground at recess as they progressed across the first year of primary school in London (UK) and Minneapolis (USA) in order to document age‐related trends in games during this period and to examine the predictive role of games in children's adjustment to school and more general social adjustment. Consistent with expectations, games accounted for a significant portion…
Grouping of Pupils in Secondary School Classrooms: Possible Links between Pedagogy and Learning
Improving the effectiveness of collaborative group work in primary schools: Effects on science attainment
This longitudinal research tests the effectiveness of the SPRinG programme, which was developed through a collaboration between researchers and teachers and designed to provide teachers with strategies for enhancing pupil group work in ‘authentic’ classroom settings. An evaluation study involved comparing pupils in SPRinG classrooms and trained in group work skills with those who were not in terms of science attainment. There were 560 and 1027 pu…
Discourse topic management and discussion skills in middle childhood: The effects of age and task
Discourse topic management and discussion skills are central for intersubjectivity, learning and education, yet there is little understanding of how such skills develop.The reported research comprises two studies, which examined the skills of discourse topic maintenance, shading and hierarchicalization during middle childhood. Each study compared the performances of same-age and same-sex dyads of 4, 6 and 9 years of age (Study 1: 28 dyads; Study …
The peer relations of pupils with special educational needs in mainstream primary schools: The importance of meaningful contact and interaction with peers
Background and aimsChildren with special educational needs (SEN) are generally less accepted by peers in school and have fewer friendships than those without SEN. However, little research has examined peer relations across multiple dimensions, relative to severity of need and in relation to classroom experiences and individual behavioural characteristics. This unique study aimed to extend understanding of the peer relations of pupils with differi…
Recess in the 21st Century Post‐Covid World
The abrupt onset of the COVID-19 pandemic forced the world into frenzied action, creating a series of ongoing stressors: school/work closings, remote learning, canceled events, family strife, fear, and a significant loss of social interactions. It is now unsurprising to learn that children's mental health has suffered. As social connection is tightly entwined with children's mental health, supporting school-based spaces for quality social interac…
How do teachers engage students in the lowest attaining English sets in high achieving schools? A mixed methods, multiple case study
Grouping students at secondary school based on attainment is a prevalent practice in English schools. Despite this, research has suggested that those placed in low attaining groups are disadvantaged by their placement. This study aimed to provide an account of student engagement, teacher interactions and pedagogical approaches employed by English teachers. A mixed method, multiple case study design was used to report on classroom practices and st…
The decline in breaktimes and lunchtimes in primary and secondary schools in England: Results from three national surveys spanning 25 years
Breaktimes are ubiquitous in English schools. Research suggests they have social value for children, but school staff often have a range of concerns about breaktimes and tend to undervalue them. However, there is little understanding about these times, not least because data are not collected about their organisation and characteristics. This paper brings together data from three national surveys undertaken in 1995, 2006 and 2017 of head teachers…
Co-teaching practices in Italian primary classrooms: A case for including the sociocultural framework in training teaching collaborations
Internationally, co-teaching is valuable for educating mainstream classes including children with disabilities. This educational provision typically involves a special education teacher (SET) and a classroom teacher. These ‘co-teachers’ are generally expected to collaborate in whole-class instruction. However, international research often illustrates that SETs independently support the classwork of disabled children while teachers handle whole-cl…
An international comparison study of the number and length of breaktimes in primary and secondary schools
Many schools across the world allow time for students to have some form of break from formal adult-led learning activities. However, there is little understanding of the nature of these times at national and international levels. This survey study sought to examine the number and total amount of time available for school breaktimes, relative to different age groups of children, in different countries across the world. Staff in schools catering fo…
Psychology (13 works) · Mathematics education (8 works) · Developmental psychology (7 works) · Sociology (7 works) · Early Childhood Education and Development (6 works) · Pedagogy (6 works) · Child Development and Digital Technology (5 works) · Parental Involvement in Education (5 works) · Medicine (4 works) · Social Psychology (4 works)