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Primarily methodological in its orientation, this paper offers a presentation of 'research outcomes' in ways that challenge and disrupt commonplace notions of data and analysis. In an attempt to write against the grain of conventional qualitative research practice and to experiment with alternative encounters with data and analysis, I present 'data/analysis' in the form of a play (or imagined performance) that writes into being two Deleuzo-Guattarian principles – the critique of the self-conscious 'I' and desire. The play draws on a wider study that examined the potential of writing as a tool for learning for undergraduate student teachers in England. As such, the paper also contributes to debates on the practice and purpose of writing as a method of (professional) inquiry. [ABSTRACT FROM AUTHOR]

This paper describes a method used to prepare data for mapping the extent of public funding provided for subsidised/socially necessary bus services by a local authority in the UK (Nottinghamshire County Council). There is a short discussion on the usefulness of providing maps to various parties showing the distribution of funding provided by local authorities for various programmes over a spatial area. The paper then goes on to compare different methods of visually displaying the data and gives reasons why the method chosen was considered suitable. A summary is given of the key tasks undertaken to analyse and prepare the data for format to be input into GIS, and a map has been produced to display the extent of funding provided for socially necessary bus services, and to show the potential effects of withdrawal of funding on local communities. [ABSTRACT FROM AUTHOR]

Teachers' engagement with and understanding of educational research and data is an increasing concern for policy-makers around the globe. With unprecedented access to, and new forms of, 'data' in schools, concerns for its 'best practice' use in classroom decision-making have come to the fore. In academic spaces, these developments have also been of concern due to what such pushes for 'evidence-based practice' may elide in terms of teacher knowledge and professionalism. In this article, we present findings from two national contexts, England and Australia, in order to explore how teachers understand themselves and their work in relation to educational data and research. We find that, despite highly engaged samples across contexts who place considerable importance on such research and data, respondents do not report an equal sense of capacity across the various forms which they may take. Particular limitations are identified in relation to action research. We argue that these results have consequences for the development of a 'mature' profession that goes beyond performative forms of professionalism and towards those of a 'research-rich' culture of trust. [ABSTRACT FROM AUTHOR]

This paper examines the investigation of volume crime cases and the processes of attrition through the investigative process using quantitative and qualitative data. More than 3000 burglary and motor vehicle cases in eight Basic Command Units in England and Wales, along with interview and documentary data, were analysed to identify the factors related to detection. Results indicated that whether an offender was caught at the scene; number of sources giving a name; number and types of forensic materials available; and number of other potential leads significantly increased the likelihood of detection. Implications of the research for police performance are discussed. [ABSTRACT FROM AUTHOR]