New publication on Children in Need in England: https://t.co/6vNA5mbl5L (open access). Great team effort led by Matt Jay (UCL)! Coverage by the Guardian here: https://t.co/t5nDVOyta1 What's this all about? Mini-thread below: @MorayHouse @SCADR_data @AQRiE_Hub

One week countdown to #pint25! Tickets are still available for #Edinburgh for Mon.19 May #divingintodata! Tell your parents, your neighbours, colleagues - a fun night out, with a pint or soft drink! https://t.co/5kPMOOjiqO Data Insights into Education and School rankings!

📢Exciting ESRC-funded PhD studentship on #multidimensional #inequalities across the #lifecourse & attitudes towards #school #work & post-school destinations using #advanced #quantitativemethods! Please share/apply!📊📚🎓 https://t.co/aQfNzHx51D More info: https://t.co/yGA9HutX7k

Sign up to this fantastic webinar and hear from two of our wonderful researchers, on the 'Value of Linked Data: unlocking public data from citizens personal information to benefit society'. Friday, February 28 · 3:10 - 5:30pm #dataprivacyday #data @adr_uk https://t.co/TwBpdLM8Px

How many children are ever in need up to age 18? @FFTEduDatalab have collaborated with colleagues to answer this question in an article recently published in the International Journal of Population Data Science. Read the summary here: https://t.co/Tuq74E0Ppr

This raises questions about the extent to which socio-economic policies impact children’s lives. It is crucial to target wider socioeconomic and structural factors to support families and address the needs of children.

We estimated that around 25% of all children living in England have been assessed by social services and found to need support before the age of 18.

📢New longitudinal data evidence on #children's #social #care #services by @AQRiE_Hub @MorayHouse #PatricioTroncoso in a collaboration spanning a few years between UK-wide academics, led by @UCLchildhealth. Covered by The Guardian👉 https://t.co/lyap3GBpMh https://t.co/zQe46d931e

Exciting #Research #Job in #Edinburgh - interested in becoming a Postdoctoral Research Associate in Lifelong Health and Wellbeing? If yes, and you have a PhD in social science/health with stats/data analysis skills, apply today: https://t.co/b3zIPG809U @adr_uk

🆕NEW on the Data Impact blog🆕 We introduce our latest case study from Morag Treanor (@MoragTreanor) & Patricio Troncoso (@p_tronc). Their work investigates how poverty impacts various outcomes for children. Read it here: https://t.co/hgWmt7aV33 @UofGSocSci @MorayHouse

Our latest impact theme is "Children and young people in data". If you're involved in research in this area we'd love to hear from you & discuss showcasing your work through our impact channels! Find out more here: https://t.co/xV9Wm0aspk

7) This is a long overdue sequel to the "Good Behaviour Game saga", which includes (amongst other papers): https://t.co/heyztLS0vg (main report) https://t.co/bgwjjhXwWX (longitudinal outcomes) and the "spin-off" on analysing RCT compliance in Stata:

6) This specification is also useful for applications where we want to look at the effect of membership in unobserved groups on longitudinal trajectories in a multilevel setting. For example: effect of latent classes of vulnerability on academic outcomes of pupils within schools

5) This is essence a latent growth curve with multilevel and mixture components that allows for simultaneous estimation of discrete and continuous latent variables. Specific constraints are used to estimate unobserved compliance. We provide the syntax in Latent Gold and Mplus

4) We illustrated how to implement a statistical approach, which we termed: Latent Adherence Growth Curve Model (LA-GCM), that simultaneously addresses the following common RCT challenges: longitudinal outcomes, multilevel structures, and unobserved compliance groups.

3) We found that female pupils who complied with the GBG had less disruptive behaviour. On the contrary, male pupils who didn’t comply with the GBG worsened their disruptive behaviour.

2) In this paper, we analysed intervention compliance and long-term outcomes in a school-based RCT called the Good Behaviour Game. We show that analysing compliance can be as important as non-compliance to understand why school interventions may or may not work as intended.

1) Is intervention evaluation interesting to you? If so, have a look at a new publication by @Margarita_KP and @neilhumphreyUoM and myself in the Journal of Educational Psychology @APA. Available to read for free:

Our latest research explored educational #exclusions in Scottish secondary #schools; examining the variation across schools & council areas, and whether a pupil's demographic & socioeconomic level affect if they'll be excluded. @ScotGovEdu @GlasgowCC https://t.co/kt9UrBoKrr

Delighted our research is out - exploring the patterning of educational #exclusions in Scottish secondary #schools; examining the variation across schools and council areas, plus the effects of demographic and socioeconomic characteristics of the pupils. @ScotGovEdu