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The year 2020 saw the outbreak of the COVID-19 pandemic that not only had wide-reaching social and economic consequences but also put healthcare systems under stress. Strategies for coping with the virus depended heavily on the interpretation of data. This article uses information from a UK upper tier local authority to examine how closely the rise in COVID-19 cases could be predicted from graphs. Plotting the data and analysing the graphs are useful exercises for post-16 science students.

Phillip Henry is a semi-retired former U.K. Registrar and Secretary with almost 40 years' experience in higher education. He has been active in staff development in the United Kingdom (Association of University Administrators, Academic Registrars Council, and Association of Heads of University Administration), in the United States (AACRAO and a number of state and regional associations including Ohio ACRAO and SACRAO), and in Canada in the Association of Registrars of Universities and Colleges in Canada (ARUCC). His passion is student success and ensuring that students get the very best experience possible at their institutions. He advises universities on student success and support, institutional governance and compliance, and transnational education. Henry also provides advice to software companies on how best to develop their products to meet the requirements of institutions, staff, and students. In an earlier article Henry wrote for this journal, entitled "Data Tales from a Small Island", he highlighted one critical requirement of a registrar: to be able to understand and use key data at both the operational and strategic levels. He writes that his aim then was to highlight the "invaluable and, sadly, unsung contribution registrars can and do make to their institutions". In the current commentary, speaking from over 40 years in higher education across a wide range of institutions in the United Kingdom and overseas Henry reinforces that encouragement on the effective use of data as a strategic tool to enhance student outcomes and support student well-being. He notes key drivers for change in institutions making more effective use of student related data to deliver real benefits include: (1) The growing debate over student debt and perceptions of value for money; (2) student retention; and (3) the growth of 21st century software that can access even remote data sources and process and report on them in almost real time. Henry closes the article by emphasizing the transformational impact of using student-related data to inform timely and specific interventions. The successful implementation of these technologies enables institutions to acquire wisdom and genuine insight into the relationships between them and their students. He believes that this, is crucial to creating a framework for long-term institutional sustainability in a volatile higher education environment focused increasingly on the needs and aspirations of students. [To see "Data Tales from a Small Island", see EJ1113453.]

Statistical literacy involves engagement with the data one encounters. New forms of data and new ways to engage with data--notably via interactive data visualisations--are emerging. Some of the skills required to work effectively with these new visualisation tools are described. We argue that interactive data visualisations will have as profound an effect on statistical literacy as the introduction of statistics packages had on statistics in social science in the 1960s. Current conceptualisations of statistical literacy are too passive, lacking the exploration part in data analysis. Statistical literacy should be conceived of as empowerment to engage effectively with evidence, and educators should seek to move students along a pathway from using interactive data visualisations to building them and interpreting what they see.

This article contributes to the long-running discussion about the gendering of mathematics learning by exploring the social biographies of six exceptionally high-attaining mathematics students, four women and two men. In contrast to some prior studies, these students appeared to feel no need to downplay being "good at maths" in order to maintain social credibility with their socially privileged peers. I attempt to make sense of their stories from two theoretical standpoints: (1) a post-structuralist approach that emphasises discourses that position mathematics as masculine and (2) an approach, based on Bourdieu, that asks how mathematics is valued in different school and peer group settings. I show how, as I worked with the data, my emphasis moved from the former to the latter, and suggest that research in gender and education has much to gain from" theoretical reflexivity" alongside personal and methodological reflexivity.

Most distance learning institutions collect vast amounts of learning data. Making sense of this 'Big Data' can be a challenge, in particular when data are stored at different data warehouses and require advanced statistical skills to interpret complex patterns of data. As a leading institute on learning analytics, the Open University UK instigated in 2012 a Data Wrangling initiative. This provided every Faculty with a dedicated academic with expertise data analysis and whose task is to provide strategic, pedagogical and sense-making advice to staff and senior management. Given substantial changes within the OU (e.g. new Faculty structure, real-time dashboards, two large-scale adoptions of predictive analytics approaches, increased reliance on analytics), this embedded case study provides an in-depth review of lessons learned of five years of data wrangling. We will elaborate on the design of the new structure, its strengths and potential weaknesses, and affordances to be adopted by other institutions.

It is one sign of the lack of understanding of the value of the humanities, to educational research and inquiry as well as to our world more widely, that such justifications of them as are offered frequently take a crudely instrumental form. The humanities (which in this essay are not distinguished from the arts) are welcomed insofar as they are beneficial to the economy, for example, or play a therapeutic role in people's physical or mental well-being. In higher education in the UK, they are marginalized for similar reasons, on the grounds that they neither appeal to the lucrative overseas student market nor constitute a significant source of grant income from research councils, industry, or other funding sources. While their place in educational research is still defended in many quarters, the increasing demand that research should have "impact" can leave the humanities appearing ineffectual. Furthermore, the very idea of research is widely taken to mandate empiricist and "scientific" approaches. Although there are no easy solutions to this state of things, Richard Smith argues in this essay that those of us who value the humanities in and for themselves might adopt two approaches in particular: to pursue vigilant criticism of the rampant instrumentalism and scientism of our time, and to emphasize the importance of that distinctive feature of humane inquiry: interpretation.

Consulting with children is widely recognised as an essential element in building understanding about children's lives. From a children's rights perspective, it is also a legal requirement on professionals working with children. However, translating the rhetoric into research and practice is still evolving. Previous studies report on working with children as co-researchers where children are involved in different phases of the research process in a bid to provide their unique perspectives. This small-scale study takes the view that children not only have the right to be involved in the research process but they also have the right to be informed and have their understanding developed about the issues being researched. This allows for a more apprised view which can enhance children's participation in advising on the research and interpreting data. Therefore, this small-scale study reports on working with a children's research advisory group in developing their understanding about popular culture and writing in the primary classroom before involving these children as advisors in the research process.

This article presents a dialogic qualitative interview design for a narrative study of six international UK university students' motivation for learning English. Based on the work of Mikhail Bakhtin, this design was developed in order to address the limitations of member-checking [Lincoln, Y. S., and E. G. Guba. 1985. "Naturalistic Inquiry". Newbury Park, CA: Sage] as a means by which participants' responses to data and interpretation might be gathered. Through a personalized reflection on my design and consideration of attitudes to member-checking, I demonstrate that a more explicit co-constructedness is evident in both the design and the data generated, and I offer this design as a more collaborative, more ethical alternative to member-checking in particular, and as an approach to qualitative research interviews in general.

Students may need explicit training in informal statistical reasoning in order to design experiments or use formal statistical tests effectively. By using scientific scandals and media misinterpretation, we can explore the need for good experimental design in an informal way. This article describes the use of a paper that reviews the measles mumps rubella vaccine and autism controversy in the UK to illustrate a number of threshold concepts underlying good study design and interpretation of scientific evidence. These include the necessity of sufficient sample size, representative and random sampling, appropriate controls and inferring causation.

What do different research methods and approaches "do" in practice? The article seeks to discuss this point by drawing upon socio-material research approaches and empirical examples taken from the early stages of an extensive case study on an interdisciplinary project between two multidisciplinary fields of study, education and computer sciences. The article examines how divergent disciplinary hinterlands influence the enactments of research methods, and how the choice of research approach affects the types of knowledge and realities produced in the research process.

This article examines the construction and design of literacy attainment data in the English school system in two different historical periods: the 1860s and the 1950s. These periods represent contrasting moments in the history of education in the UK when school structures and the governance of education varied, as did the design and interpretation of literacy attainment data, their relationship to pedagogy and the curriculum, and the administrative purposes for which they were deployed. By paying attention to the relationship between the form the data took and their mobilisation in administrative, professional and public discourse, this article will challenge current assumptions about the primacy of numerical data and the certainty accorded the information they encode. Studying the role numerical data played in shaping education in the past reveals tension points between data, discourse and social contexts that highlight the peculiarities of contemporary uses of literacy attainment data and their current role in bringing policy and pedagogy into the same space.

This paper considers the public debate surrounding assessment in English education and presents evidence of the misuse of public data from national tests. Statistics generated by pupil assessments in schools and colleges in England are argued to be subject to misinterpretation by the media and policy makers. The discourse tends either to be sensationalist--for example, raising public anxiety by claiming falling standards--or politically charged--for example, where the incumbent government is criticised by its political enemies for pursuing failing policies--rather than being framed by objective and purposeful interpretations. Examples are provided to illustrate how interpretations by the media and policy-makers can be strikingly at odds with how the figures should properly be read. The paper analyses the propriety of these interpretations and makes suggestions as to how a more cautious approach to the use of results in the public sphere can be promoted.

In this article we address the issue of applying operant psychology to derive plausible and useful interpretations of complex firm behavior in natural settings. The objective is to discuss an appropriate methodology based on case study design, developed specifically in Vella and Foxall (2011), to produce an operant interpretation of secondary documentary evidence. We present a summary of the more salient aspects of the discussion and analysis of the research to demonstrate the robustness of the methodology and to highlight strengths and limitations of the approach. Improvements are suggested.

The authors draw on a case study evaluation of two networked cohorts of practitioner-researchers in a children's services national social work agency in one of the home countries of the United Kingdom. The aim of the present study was to understand the meaning of practitioner research for social work professionals through an exploration of how language, ascriptions of meaning, and interpretation provide a social environment through which the nature and meaning of practitioner research emerge. The authors used a moderate symbolic interactionist approach to analyze diverse qualitative data. The findings suggest it is possible to trace a weft of analytic ideas regarding language, memory, moral accountability, ownership, meaning, value, and social work practice as they run horizontally across the experience of the practitioner-as-researcher. The elements of practitioner research have to be understood as being interwoven and bringing together and containing different career and life concerns that otherwise might remain scattered. The implications of this research suggest that practitioner research should not be seen as a less or more comfortable add-on to everyday core practice, but as a multiform activity that challenges the taken-for-grantedness of practice, mainstream academic research, management and, in all likelihood, the experience of receiving services.

This paper provides an analysis of changing patterns of transition from before the second world to the end of the twentieth century. It examines the longer term changes in the occupational structure and the consequential transformation of the patterns of labour market entry for young people. It links labour market entry to subsequent early work-life occupational mobility, arguing that this longer term perspective is essential in arriving at a fuller understanding of transitions. Two main changes are identified: a shift in labour market entry from manual to non-manual work, and from low- to higher-skilled jobs. Early life mobility increased up to the 1980s but then became more constrained in the later part of the twentieth century. The early labour market experience of young people remained heavily conditioned by class and gender throughout. An easing of gender disadvantage in the later periods being counterbalanced by an intensification of class disadvantage among both young men and young women. The combined impact of changes in the occupational structure and the associated patterns of entry to work and subsequent early work-life mobility is creating a pattern of disadvantage in the low-skilled sectors of the labour market. This is associated with persisting patterns of social exclusion among some groups of young people. Transitions research now needs to refocus on the continuing impact of both class and gender on the labour market experience of young people, extended over the early years of working life. This better connects transitions research to wider sociological analysis and to current policy concerns, potentially enhancing the contribution it can make to both. (Contains 2 figures, 6 tables and 3 notes.)

The intention to introduce a form of post qualification application (PQA) for entry to UK universities has provoked considerable interest, debate and controversy, not least over its impact on diversifying the intake of undergraduates gaining entry to the allegedly most prestigious universities and courses. We review the arguments and evidence advanced so far in this national debate and then subject its hoped-for impacts to empirical testing with a novel and extensive dataset of successful university applications. The results are discouraging for the supporters of the PQA initiative, although much rests on the validity of using current experience to predict the post-PQA outcomes. This underlying assumption is examined in detail and we conclude it is unlikely to be a major factor behind the "disappointing" empirical results. (Contains 5 tables, 5 figures and 8 notes.)

In its emphasis in working with users of research throughout the processes of pedagogic research, the Teaching and Learning Research Programme (TLRP) has reflected a current interest across disciplines in user engagement to enhance research. The scale of the TLRP and the range of research genres encompassed by it have meant that it has provided a useful site for considering in some detail what is meant by enhancing pedagogic research in this way. The authors draw on a TLRP-funded seminar series which examined a variety of forms of user engagement, their purposes and their implications. The series attempted to understand the intertwined features of new education spaces where research and policy can meet; the negotiations with policy communities that occur there; and the implications for these negotiations and for research design in the production of pedagogic knowledge in partnership with practitioners. The lessons revealed included the following: user engagement strengthens the warrants of research with potential users in both practice and policy communities; it needs to be understood and sustained as an aspect of project management; and research mediation is a developing form of expertise. The authors conclude that TLRP has provided an unrivalled opportunity for the public to "speak back to science" in pedagogic research, and enabled an emerging reciprocity where the public understand(s) how science works but equally science understands how its publics work.

This present study investigated engineering students' conceptions and misconceptions related to derivative, particularly interpreting the graph of a function and constructing its derivative graph. Participants were 147 first year engineering students from four universities enrolled in first year undergraduate calculus courses with or without the incorporation of computers for the purposes of seeing the power of visualization, investigating worked examples given in steps and solving various questions related to the worked examples, assisting conceptual understanding, and/or providing feedback besides lectures in the classroom. Students were tested before and after being exposed to instruction on differentiation and integration by a diagnostic test measuring their understanding of major aspects of calculus. Follow-up interviews were conducted with 18 students. Analyses of the results revealed that A-level student's performance was improving more than non-A-level students, particularly in computer groups. The analyses of the students' written and oral responses in all groups indicated that prototypes, poor understanding of the notion of limit, confusion between the process and the product, and difficulties in using graphical information to give meaning to symbolic representation account for the errors and the misconceptions identified. (Contains 7 tables and 1 figure.)

The development of a science education that includes a focus upon the nature of science suggests the need for "pedagogic tools" that can be used to engage children with the procedural understandings that are central to the scientific approach to enquiry. This paper reports on a collaborative action research project that focused on the use of secondary data as just such a "tool" for stimulating engagement with procedural understandings among primary school children. It argues that the comparative analysis of secondary and investigative data "can" provide a basis for such engagement. However, such comparative analysis will only mirror the collaborative nature of the scientific enterprise where children have guided opportunities to discuss their understanding of the issues revealed by the comparisons. The research suggests that children work best with this data if the scientific approach to enquiry is contextualized through connection with the knowledge claims made in science. (Contains 1 figure and 2 tables.)

In a recently published research article in this journal, Avramidis & Skidmore (2004) argued that it is time we placed issues of disability provision more in the context of provision for the generic student. They presented a study based on the Learning for All Questionnaire (LfAQ), which investigated certain implied issues. Findings indicated a need for improved educational provision for all students. No differences were found between disabled and non-disabled students in perceived level of needs or support for university, tutoring and lecturing systems. This null finding was the same for the learning support needs of disabled versus non-disabled students, with both groups wanting identical changes to the way the university's central learning support service responds to learning needs. These findings were taken as calling for a move away from a "specialist" framework of disability provision and towards a "mainstream" framework instead, in which the needs of disabled students are accommodated within improvements made in learning for all. Further, the Disabled Students' Allowance should be given over to departments in order to help fund this change in "institutional habitus". In this article, four serious failings of the study and analyses are outlined. When these are addressed in a disability-theoretic reanalysis of the LfAQ data, every main finding is reversed. It is concluded that educational provisions are generally adequate. Students would welcome changes but these are more to do with increasing levels of convenience rather than learning support issues. Furthermore, the LfAQ data actually refute rather than support a mainstream framework of disability provision. (Contains 5 tables.)

Analysis of United Kingdom Labor Force Survey data identified inadequacies and ambiguities that change prevailing interpretations. Policy development could benefit from improvements in collection and interpretation of data on training, as well as from more research on its costs and benefits. (SK)

Experimental data are analysed statistically to allow researchers to draw conclusions from a limited set of measurements. The hard fact is that researchers can never be certain that measurements from a sample will exactly reflect the properties of the entire group of possible candidates available to be studied (although using a sample is often the only practical thing to do). If researchers have taken care to obtain a truly random or a representative sample from a large number of possible individuals, they can use this unbiased sample to judge the possibility that their observations support a particular hypothesis. Statistical analysis allows the strength of this possibility to be estimated. As an example, the authors shall explain the principles of statistical inference in a simple example involving probability, the bedrock of statistical analysis. The authors hope that the example will be sufficiently concrete to allow insight into some of the concepts, such as significance, effect size, and power. (Contains 2 figures.)

Discussion of the use of computer-based information retrieval systems in schools focuses on three paper and pencil experiments conducted in the United Kingdom that were designed to investigate how 9- to 11-year-olds organized and retrieved information from four organizational structures: lists, hierarchies, networks, and tables. (18 references) (LRW)

Argues about the conclusion that bigger science departments are more productive than smaller ones. Indicates the conclusion cannot be supported by the data. (YP)

Sensationalized reporting styles and a distorted framing of health-care issues in newspapers may trigger inappropriate commissioning decisions. We evaluated UK press coverage of pre-licensing access to trastuzumab (Herceptin) for early breast cancer as a case study. Content analysis of newspaper articles published between April 2005 and May 2006 were coded by two researchers for interest groups represented, claims made and sensationalized reporting. Disagreements in coding were resolved by a third researcher. One thousand and ninety published articles were identified in the study period and a 20% sample ( n = 218) was included in the content analysis. Most articles (76%, 95% CI 71-82) included claims about the clinical benefits of trastuzumab, and this was significantly higher than those expressing the uncertainty surrounding such benefits (6%, 95% CI 3-9) or those that discussed the potential harms (5%, 95% CI 2-8). Articles were significantly more likely to feature claims made by a breast cancer survivor or family member than any other interest group ( P < 0.0001). Almost half of the articles carried some message to the effect that trastuzumab would make the difference between life and death (47%, 95% CI 40-53). Over a quarter (28%, 95% CI 22-34) suggested that trastuzumab is a 'miracle drug' or similar. The benefits of drugs are highlighted, frequently using sensationalist language, without equal consideration of uncertainty or risks. Health-care purchasers should express decisions in opportunity cost terms; journalists should give fairer coverage to such arguments. [ABSTRACT FROM AUTHOR]

The UK700 trial failed to demonstrate an overall benefit of intensive case management (ICM) in patients with severe psychotic illness. This does not discount a benefit for particular subgroups, and evidence of a benefit of ICM for patients of borderline intelligence has been presented. The aim of this study is to investigate whether this effect is part of a general benefit for patients with severe psychosis complicated by additional needs. In the UK700 trial patients with severe psychosis were randomly allocated to ICM or standard case management. For each patient group with complex needs the effect of ICM is compared with that in the rest of the study cohort. Outcome measures are days spent in psychiatric hospital and the admission and discharge rates. ICM may be of benefit to patients with severe psychosis complicated by borderline intelligence or depression, but may cause patients using illicit drugs to spend more time in hospital. There was no convincing evidence of an effect of ICM in a further seven patient groups. ICM is not of general benefit to patients with severe psychosis complicated by additional needs. The benefit of ICM for patients with borderline intelligence is an isolated effect which should be interpreted cautiously until further data are available. [ABSTRACT FROM AUTHOR]

Hospital activity data can be accessed from a variety of sources ranging from hospitals to the Department of Health. These data provide valuable and widely used information, but care is needed in their use and interpretation. Hospital activity rates reflect not only the underlying prevalence and severity of disease, individual factors and referral practices, but also variations related to provider-specific factors: the 'provider effect'. This includes completeness in the data, supply of hospital beds, admission policies, hospital access and distance from hospital. The provider effect can be controlled to a certain extent in statistical analyses. Although data quality has improved considerably in the last decade, this should still be investigated where trusts are being compared and in small area studies because missing data may lead to artefactual differences in rates. 'Dump' postcodes, where missing or unknown postcodes are assigned to a local postcode such as that of the hospital, may affect small area analyses and linkage if a proxy patient identifier is constructed that includes postcode. [ABSTRACT FROM PUBLISHER]