Inductive/deductive hybrid thematic analysis offers significant opportunities for researchers, but its application within integrative mixed methods research has yet to be fully explored. Firstly, this article contributes by demonstrating the compatibility of inductive/deductive hybrid thematic analysis with quantitative work in a mixed methods approach to research. Secondly, the article then innovates by highlighting the value of this approach within a critical realist meta-theoretical perspective. Here, the critical realist concepts of abduction and retroduction are crucial, both in terms of facilitating the convergence of methods and in the generation of new theory. This article will be of relevance to researchers interested in integrating inductive/deductive hybrid thematic analysis with quantitative methods within a coherent and enabling philosophical paradigm.

Testing is an essential part of containment of the severe acute respiratory syndrome coronavirus 2 (SARS‐CoV‐2) pandemic. This review summarizes studies for SARS‐CoV‐2 infection and testing. Nasopharyngeal samples are best at sensitivity detection, especially in early stages of disease and in asymptomatic individuals. Current swab processing involves a 100‐ to 1000‐fold dilution of the patient sample. Future optimization of testing should focus on using smaller volumes of viral transport media and swab designs to increase comfort and increased viral adhesion.

This article discusses a small scale project investigating the role of writing poetry in order to strengthen pupils' responses to reading and analysing poetry. This takes place within the context of preparation for a question on unseen poetry in a high stakes examination, in a contemporary climate where creative responses to poetry are reported to be less prevalent than analytical responses within an assessment-focused curriculum. The project investigates strategies to inspire pupils to write their own poetry and to analyse the work of their peers in order to 'put themselves in the shoes' of the poet, supporting them in preparing for the examination question. It also involves teachermodelling of the writing and reading processes to support pupils in feeling part of a reading and writing community.

This paper seeks to contribute to the understanding of the 'panopticon' in educational research, problematising its validity and offering a fresh conceptualisation of teacher surveillance. The school as a 'panopticon' is a well-established concept which helpfully enables a consideration of aspects of high-stakes accountability. The present paper explores the question of how contemporary teachers perceive themselves to be subject to scrutiny and the consequences of this surveillance. It is argued that whilst the panopticon (and its variants) remain very valid notions for understanding performativity in contemporary schools, that a complementary metaphor can be offered which enables a fuller consideration of the 'unseen' behaviours induced by a high accountability environment.

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