Developing a procedure for learning and assessing peer review in a forensic science programme

Peer review of forensic casework is essential for ensuring quality and reducing error rates. However, it is not a common component of forensic science degree courses, and there are no published studies, guidelines or methods for teaching and learning forensic peer review. This study describes a method of learning, teaching and assessing forensic peer review through the use of group work to prepare checklists for reviewing casefiles and expert witness reports, followed by individual peer feedback. Example checklists and assessment criteria are provided. The peer feedback comments on expert reports were categorised revealing that suggestions are the most frequent type of feedback provided, followed by questions. Through a questionnaire, participants strongly agreed that the learning and teaching process described here was relevant to their future professional practice, and that through the use of checklists they understood the criteria for effective forensic peer review. It emerged from a semistructured interview that limited time led some students to surface review expert reports, that peers were seen as legitimate sources of knowledge, and additional feedback from lecturers was required. This study may be relevant to other areas where professional peer review is used, such as open source software development, nursing and community pharmacy.     

Student failure: Disintegrated patterns of study strategies and perceptions of the learning environment

Data describing students' study orientations, in relation to their evaluations of courses and their preferences for different kinds of learning environment, are reanalysed in the light of recent suggestions that failing students perceive their learning context in atypical ways. Factor analysis and unfolding analysis demonstrate that failing students show inter-relationships between study orientations and preferences for learning environments which point to a disintegration of the coherent patterns previously reported in the full achievement range. The implications of such a disintegration of coherent patterns of perceptions are discussed in the light of case studies of individual students.     

Elaborating a model of teacher professional growth

This paper details a model of teacher professional growth and relates the model to the research data on which the model is empirically founded. A key feature of the model is its inclusion of four analytic domains in close correspondence to those employed by Guskey (Educational Researcher 15(5), 1986) and others, but the model proposed in this paper identifies the specific mechanisms by which change in one domain is associated with change in another. The interconnected, non-linear structure of the model enabled the identification of particular “change sequences” and “growth networks”, giving recognition to the idiosyncratic and individual nature of teacher professional growth. One major value of a change model grounded in empirical data lies in its capacity to stimulate speculation, research and development regarding possible change mechanisms as yet unexplored and unexploited. In its current form, this model offers a powerful framework to support the analyses of those studying teacher change (or growth) and the planning of those responsible for teacher professional development.     

Teachers' Perceptions of Classroom Competencies over a Decade of Change

A study of four teacher samples, surveyed between 1991 and 1998, has investigated similarities and differences in teaching styles, classroom behaviours and reactions to changes between teachers nominated by their students as influential on study decisions and non-nominated classroom teachers. Differences and similarities in response of teachers over a decade marked by significant changes in policy and practice have also been examined, especially with regard to the conflict between economic rationalist/instrumental and humanistic/ affective ideologies evident in education which has intensified in recent years. Similarities between the 'exemplary' and broadly representative classroom teachers in terms of classroom ideals, constructs of teaching competencies and teaching styles are observed, along with the persisting commitment to student-centred repertoires, despite external organisational pressures. Complex responses to change are noted, including a slight reduction in stress of most recent teacher cohorts over the period, with a continuing high level of work fulfilment.     

Changes in Mentor Efficacy and Perceptions Following Participation in a Youth Mentoring Program

Although mentoring programs are increasing in popularity as a preventative intervention strategy for youth, little is known about the experience from the mentor’s perspective. In this study, we describe a longitudinal assessment of 41 mentors, including 13 men and 28 women (M_age?=?21.93?years, SD?=?3.21) working with at-risk youth in a school-based mentoring program. Before starting the program, mentor perceptions, motives, and efficacy were assessed and again after three and six months of mentoring to measure change across time. At the end of the program, mentors evaluated the relationship and rated perceived benefits. Mentors experienced significant changes in perceptions and efficacy across time and changes predicted relationship satisfaction and perceived benefits. Recommendations to support mentors and develop sustainable and satisfying mentoring relationships are provided.     

Educational Research in Central and Eastern Europe: A Diverging Tradition?

The article discusses the characteristics of educational research in Poland and other countries in Central and Eastern Europe (CEE) under communism, and the implications of the post-communist transformation of the region for the future of educational research. It is argued that the political, economic, and social structures which characterised the countries of CEE shaped relationships between the various actors in education, and also determined the role and character of educational research. The legacy of hierarchy and mistrust between the different stakeholders in education and the research culture which corresponded to this have subsequently acted as a barrier to innovation and change. However, there are now signs of a growing public demand for more effective educational development. Educational researchers could have a useful role to play in developing more informed educational policies. Résumé L'article examine les caractéristiques de la recherche en éducation en Pologne et dans les autres pays d'Europe centrale et orientale sous le communisme et les conséquences des transformations post-communistes de la région pour l'avenir de la recherche en éducation. L'auteur développe l'idée que les structures politiques, économiques et sociales qui caractérisaient les pays de l'Europe centrale et orientale ont façonné les relations entre les divers acteurs dans le domaine de l'éducation et ont ainsi déterminé le rôle et le caractère de la recherche en éducation. L'héritage de la hiérarchie et la défiance entre les différents détenteurs d'enjeux en éducation et dans la culture de recherche correspondante ont par conséquent fonctionné comme un obstacle à l'innovation et au changement. Toutefois, il existe aujourd'hui des signes de la croissance d'une demande publique en faveur d'un développement éducatif plus efficace. Les chercheurs en éducation pourraient avoir à jouer un rôle utile dans le développement de politiques éducatives plus éclairées. (Traduction: Claude Carpentier, Sciences humaines et sociales, Université de Picardie Jules Verne, Amiens)     

The Influence of Expectations for Health-Related Talk on Reports of Marital Satisfaction A version of this paper was presented at the 2002 annual meeting of the National Communication Association in New Orleans,LA.

The present study empirically operationalizes the health-related talk of married individuals (N?=?349) and reports on the factor structure of these health-related talk expectations and the reliability and convergent validity of the two-factor solution. Both factors were significantly correlated with participants’ self reports of marital satisfaction. Implications for the relationships between health-related talk and marriage are discussed.