Supporting or alienating students during their transition to higher education: mathematically relevant trajectories in two educational contexts

Drawing on our projects of transition to mathematically demanding subjects in UK Higher Education and an extension of this work in Norway, we explore the measurement of various pedagogical and learning aspects of students’ transition into Higher Education. We focus on experiences of engagement, and alienation, which we claim can offer an enhanced view on student learning experiences. Our analysis is based on longitudinal surveys of students entering different programmes in UK (N = 1778), and Norwegian (N = 721) universities. Validation is performed within the Rasch measurement framework, which indicated problems in establishing measurement invariance. Cross-sectional analysis of the two datasets, then, revealed consistent patterns in the process of alienation from mathematics as well as some systemic mechanisms that can help alleviate that

Attitudes to legal authority in adulthood: inter-individual differences and intra-individual stability

This paper considers whether and how attitudes towards legal authority change over time in the British adult population. We apply latent trajectory and autoregressive models using the 1996, 2000 and 2012 sweeps of the British Cohort Study of 1970; after controlling for gender, education, occupational social class, interest in politics and religion, we found that from the age of 26 to the age of 42, the cohort becomes more liberal regarding obedience to the law, the death penalty and stiffer sentencing, but more authoritarian regarding censorship; moreover, individual-level characteristics are associated with inter-individual differences over time, in particular: as occupational social class and level of education increase, attitudes tend to be more liberal; interest in politics is positively associated with less authoritarian attitudes; those who define themselves as non-religious tend to be more liberal; the effect of gender varies by attitude: females are more authoritarian towards censorship, but more liberal regarding capital punishment and stiffer sentencing. The analyses reported here give support at the micro level to the hypotheses of relative consistency and stability of attitudes to legal authority, as well providing evidence for important social cleavages

Lockdown measures and relative changes in the age-specific incidence of SARS-CoV-2 in Spain

During the first months of the SARS-CoV-2 epidemic in 2020, Spain implemented an initial lockdown period on March 15 followed by a strengthened lockdown period on March 30 when only essential workers continued to commute to work. However, little is known about the epidemic dynamics in different age groups during these periods. We used the daily number of COVID-19 cases (by date of symptom onset) reported to the National Epidemiological Surveillance Network (RENAVE) among individuals aged 15-19y through 65-69y. For each age group g, we computed the proportion PrE(g) of individuals in age group g among all reported cases aged 15-69y during the pre-lockdown period (March 1-10, 2020) and the corresponding proportion PrL(g) during two lockdown periods (initial: 25 March-3 April; strengthened: 8-17 April, 2020). For each lockdown period, we computed the proportion ratios PR(g)= PrL(g)/PrE(g). For each pair of age groups g1,g, PR(g)>PR(g) implies a relative increase in the incidence of detected SARS-CoV-2 infection in the age group g compared with g for the lockdown period vs. the pre-lockdown period. For the initial lockdown period, the highest PR values were in age groups 50-54y (PR=1.21; 95% CI: 1.12,1.30) and 55-59y (PR=1.19; 1.11,1.27). For the second lockdown period, the highest PR values were in age groups 15-19y (PR=1.26; 0.95,1.68) and 50-54y (PR=1.20; 1.09,1.31). Our results suggest that different outbreak control measures led to different changes in the relative incidence by age group. During the initial lockdown period, when non-essential work was allowed, individuals aged 40-64y, particularly those aged 50-59y, had a higher relative incidence compared with the pre-lockdown period. Younger adults/older adolescents had an increased relative incidence during the later, strengthened lockdown. The role of different age groups during the epidemic should be considered when implementing future mitigation efforts

Developing and testing a measure of consultation-based reassurance for people with low back pain in primary care:a cross-sectional study

BACKGROUND: Reassurance from physicians is commonly recommended in guidelines for the management of low back pain (LBP), but the process of reassurance and its impact on patients is poorly researched. We aimed to develop a valid and reliable measure of the process of reassurance during LBP consultations. METHODS: Items representing the data-gathering stage of the consultation and affective and cognitive reassurance were generated from literature on physician-patient communication and piloted with expert researchers and physicians, a Patient and Public Involvement group, and LBP patients to form a questionnaire. Patients presenting for LBP at 43 General Practice surgeries were sent the questionnaire. The questionnaire was analysed with Rasch modelling, using two samples from the same population of recent LBP consultations: the first (n = 157, follow-up n = 84) for exploratory analysis and the second (n = 162, follow-up n = 74) for confirmatory testing. Responses to the questionnaire were compared with responses to satisfaction and enablement scales to assess the external validity of the items, and participants completed the questionnaire again one-week later to assess test-retest reliability. RESULTS: The questionnaire was separated into four subscales: data-gathering, relationship-building, generic reassurance, and cognitive reassurance, each containing three items. All subscales showed good validity within the Rasch models, and good reliability based on person- and item-separations and test-retest reliability. All four subscales were significantly positively correlated with satisfaction and enablement for both samples. The final version of the questionnaire is presented here. CONCLUSIONS: Overall, the measure has demonstrated a good level of validity and generally acceptable reliability. This is the first measure to focus specifically on reassurance for LBP in primary care settings, and will enable researchers to further understanding of what is reassuring within the context of low back pain consultations, and how outcomes are affected by different types of reassurance. Additionally, the measure may provide a useful training and audit tool for physicians. The new measure requires testing in prospective cohorts, and would benefit from further validation against ethnographic observation of consultations in real time

Considerations for COVID-19 management in reception centers for refugees, asylum seekers, and migrants, Spain 2020

Shortly after the declaration of the COVID-19 pandemic, governments around the world were urged to leave no population behind. Following a COVID-19 risk evaluation in a refugee and asylum seekers reception center, in September 2020, we considered the priorities of managing COVID-19 in these settings. We encourage actions on four fronts to reduce the COVID-19 associated burden amongst these vulnerable populations based on our interviews, observations and recommendations: (i) decongestion, (ii) facilitated testing, (iii) screening for symptoms and (iv) targeted public health and risk communication.S

The discursive production of classroom mathematics

School mathematics is a function of its discursive environment where the language being used formats mathematical activity. The paper explores this theme through an extended example in which the conduct of mathematical teaching and learning is restricted by regulative educational policies. It considers how mathematics is discursively produced by student teachers within an employment-based model of teacher education in England where there is a low university input. It is argued that teacher reflections on mathematical learning and teaching within the course are patterned discursively in line with formal curriculum framings, assessment requirements and the local demands of their placement school. Both teachers and students are subject to regulative discourses that shape their actions and as a consequence this regulation influences the forms of mathematical activity that can take place. It is shown how university sessions can provide a limited critical platform from which to interrogate these restrictions and renegotiate them