Peer Support (Learning and Teaching)

En lisant certains articles sur la participation publique et en écoutant plusieurs intervenants dans des colloques consacrés
à la coconstruction des savoirs, le sociologue que je suis demeure parfois dubitatif. Le savoir expérientiel de groupes
dans la société y est souvent présenté comme un nouveau Graal, une matière précieuse susceptible d’enrichir n’importe
quel projet : recherche, enseignement, clinique, gouvernance des organisations, politiques sociales. Comme des pépites
d’or brut, il apporterait une plus-value inestimable − quel que soit le domaine −, contribuant, par exemple, à améliorer
la qualité des résultats de recherche ainsi que l’acceptabilité sociale et la pertinence des projets. Pourtant, l’idée selon
laquelle la participation de groupes de la population touchés par des problèmes auxquels une collectivité tente de faire
face permettrait de facto de bonifier un projet relève, à mon sens, davantage de la pensée magique que de la pensée
sociologique. Elle mérite, à tout le moins, un examen attentif.

s u m m a r y This paper outlines the value of peer-supported review of teaching for nurse and midwifery educators in an academic environment. Reflection and continuing professional development are important tenets of an educators' practice and can be addressed via peer observation. Definitions and models of peer observation are presented. The strengths and challenges associated with peer-supported review of teaching are discussed. The reasons why peer observation is underutilised are explored with some suggestions on how to overcome these challenges. Recent developments in relation to peer observation and peer-supported review are outlined. The need for tangible evidence of development and enhancement of existing teaching expertise is very pronounced in the current economic climate, it is concluded that peer-supported review of teaching can provide such evidence.

As an academic writer, in each article you write you should include references for any work in your writing, whether indirectly quoted
(paraphrased) or directly quoted. This will allow your readers to follow up on your work and to also use your research to speed up their own through the sources that you have so diligently discovered. The 
American Psychological Association (APA) reference style uses the Author-Date format. If you are in any doubt about your referencing, you can also refer to the rules of APA Style detailed in the Publication
Manual of the American Psychological Association (6th edition) available at <http://www.apastyle.org/>. That being said, here is a quick rundown of the basics of APA formatting that you will need to take note of as you write.

This study examined the role of pro-victim attitudes, personal responsibility, coping responses to observations of bullying, and perceived peer normative pressure in explaining defending the victim and passive bystanding behavior in bullying. A total of 462 Italian early adolescents (mean age = 13.4 years, SD = 9 months) participated in the study. The behaviors were measured through two informants: each individual student and the teachers. The findings of a series of hierarchical regressions showed that, regardless of the informant, problem solving coping strategies and perceived peer normative pressure for intervention were positively associated with active help towards a bullied peer and negatively related to passivity. In contrast, distancing strategies were positively associated with passive bystanding, whereas they were negatively associated with teacher-reported defending behavior. Moreover, self-reported defending behavior was positively associated with personal responsibility for intervention, but only under conditions of low perceived peer pressure. Finally, the perception of peer pressure for intervention buffered the negative influence of distancing on passive bystanding tendencies. Future directions are discussed.

This study examined the role of pro-victim attitudes, personal responsibility, coping responses to observations of bullying, and perceived peer normative pressure in explaining defending the victim and passive bystanding behavior in bullying. A total of 462 Italian early adolescents (mean age= 13.4 years, SD=9 months) participated in the study. The behaviors were measured through two informants: each individual student and the teachers. The findings of a series of hierarchical regressions showed that, regardless of the informant, problem solving coping strategies and perceived peer normative pressure for intervention were positively associated with active help towards a bullied peer and negatively related to passivity. In contrast, distancing strategies were positively associated with passive bystanding, whereas they were negatively associated with teacher-reported defending behavior. Moreover, self-reported defending behavior was positively associated with personal responsibility for intervention, but only under conditions of low perceived peer pressure. Finally, the perception of peer pressure for intervention buffered the negative influence of distancing on passive bystanding tendencies. Future directions are discussed.

Near peer role models (NPRMs) are people who might be "near" to us in several ways: age, ethnicity, gender, interests, past or present experiences, and also in proximity and in frequency of social contact. In two previous quasi-experiemental studies, learners in a Japanese university English department were shown an 8 minute video of four exemplary, slightly older, Japanese in the same department who were expressing beliefs and attitudes thought to facilitate SLA. A pre- and post-questionnaire revealed positive changes in viewers' reported-beliefs. In the present study, we wished to see the impact of the same video-speakers on non-English majors in obligatory English courses in a different university. The results show that many of these students' reported-beliefs and behaviours also change positively after seeing the video and they seem to remain more motivated through post observations. Interestingly, the experiment also changed the teacher's beliefs that made her class more interactive and possibly intensified NPRMing.

There has been a continuous attack on education, particularly alternative, progressive, democratic and liberatory forms of education that seek social justice and an equality of opportunity for all to develop.  In the UK this has led to an attack on educators as 'the enemies of promise' by the Secretary of State for Education.  However, what is being proposed by policy makers are the old 'know your station in life' strategies of managing inequality.  These have always resulted in a violation of the intelligence of people.

Critical thinking (CT) skills are generally considered to be vital to success at university, but Asian students are sometimes perceived as lacking these skills. This research explores the effect that thinking in a second language has on CT performance. To assess this, two groups of students were tested on a split-test

Supplemental Instruction (SI) is a student academic assistance program that increases academic performance and retention through its use of collaborative learning strategies. The SI program targets traditionally difficulty academic courses, those that typically have 30 percent or higher rate of D or F final course grades or withdrawals, and provides regularly scheduled, out-of-class, peer-facilitated sessions that offer students an opportunity to discuss and process course information (Martin, Lorton, Blanc, and Evans, 1977).

This paper presents the results of a small scale action research project in which a group of seven Year 2 undergraduate initial teacher education (ITE) students experienced three interventions which were concerned with feedback on essay assignments—provision of traditional written tutor feedback; completion of a tutor feedback analysis worksheet; and an experience of peer marking, with an opportunity for re-submission of work. After each intervention students were asked to reflect on the effectiveness of the intervention. The paper presents a brief overview of recent research on the topic of assignment feedback, and the results of this project are considered in the context of this.

Building on recent changes and debates surrounding the use of observation, this fully updated second edition of Classroom Observation explores the role of lesson observation in the preparation, assessment and professional learning of teachers, lecturers and educators at all levels and across all educational organisations. Offering practical guidance and detailed insights on an aspect of training that is a source of anxiety for many teachers, this thought-provoking book offers a critical analysis of the place, role and nature of lesson observation in the lives of education professionals.

Updated to incorporate the latest research, policy and practical developments on observation, this new edition also includes greater coverage of research and developments in the field of observation beyond the UK. Enabling readers to use observation as a lens for understanding, informing and improving teaching and learning, and equipping them with structured frameworks for applying observation, this book includes sections on:

- Teacher autonomy and professional identity
- Performance management, professional standards and accountability
- Peer observation, self-observation and critical reflection
- Educational assessment and evaluation
- Peer-based models of observation
- Using digital technology to inform learning.

Written for all student and practising teachers as well as teacher educators and those engaged in educational research, Classroom Observation is an essential introduction to how we observe, why we observe, and how it can be best used to improve teaching and learning.

As advancements are made through processes of social inclusion, disability justice frameworks have emerged to query the limits of rights-based and incorporation strategies by revealing how such practices sustain systems of oppression. Indeed, disability justice has shown how inclusion models position “exclusion” as the problem in need of redress, leaving larger structural issues of inequity unchallenged. Positioned within the larger field of critical disability studies, mad studies scholars and activists are beginning to reevaluate the consequences of what it means to participate in regimes of power, as we now must deal with what results from being included and recognized by the political apparatuses and technologies that not only manage disability but also produce and sustain it. Here I show how the inclusion of peer support workers within dominant mental health service systems is an emerging form of affective labor, which can help orient service users toward feelings and emotions that actually cooperate with psy regimes of governance.

L’implication de personnes avec une expérience vécue des problèmes de santé mentale dans l’organisation des soins de santé mentale ne cesse de gagner du terrain, mais elle soulève encore de vives résistances de la part des professionnels de la santé mentale. Cet article dresse un bilan de leur implication au regard de la littérature scientifique internationale, en distinguant leur implication dans
l’organisation des soins et dans l’intervention clinique en santé mentale. Si leur présence n’a pas pour effet de bouleverser le champ de la santé mentale, tant dans la façon dont les soins se donnent que dans la préséance toujours accordée aux savoirs professionnels sur les savoirs acquis au cours de l’expérience, elle a toutefois contribué à améliorer l’accessibilité et la qualité des soins, à promouvoir le respect des droits des patients et à mieux prendre en compte leur réalité.

Priručnik za rad u projektu "Uključi kreativnost - isključi drogu" Elitne studentske unije PMFa u Novom Sadu, čiji je cilj bio da se podnigne svest mladima iz oblasti  štetnosti zloupotrebe psihoaktivnih supstanci  i  koristi zdravih stilova života

Nowadays, a large part of teacher leadership studies have been focused mainly on the principal as a key factor in the results of students' success. Nevertheless, some recent literature is available that discusses other faculty members who without leaving their classroom responsibilities, assume distinct directive responsibilities on an intermediate level. This article explores some of the salient characteristics that distinguish the leadership of teachers in charge of other teachers, and discusses in particular the importance of tolerance and freedom. The text gives some clues about the process in which teachers feel challenged when they undertake the responsibility for an educational improvement project, being in charge of their peers, but without the managerial authority to exercise the influence over them. The evidence presented corresponds to the findings from a case study conducted on the topic of middle leadership from a group who coordinate a program to improve education in the area of language, in socially at risk schools in the Bío Bío region of Chile. The results of the study show among other aspects that both coordinators and peer educators agree that a necessary condition that characterizes middle leadership is to allow group members certain levels of initiative, decision making, and action in their tasks in the program.

This research, conducted by the author when a Senior Researcher at Newcastle University, UK, was funded by a UK governance organisation to help them assess, integrate and improve their understanding of the governed population.

ABSTRACT: Governance organisations have been urged to develop more holistic evidence-based approaches with partners to better deal with issues affecting the governed population. This presupposes an understanding of the population, yet there has been little research work addressing how governance organisations come to understand their governed population, nor how this understanding can be improved upon within such organisations.

This case study examined in-depth how understanding of a governed population was developed within one UK local governance organisation and it explored how such understanding might be developed and improved through more holistic and evidence-based organisational learning within the organisation and its governance partnerships.

The research methodology involved placement within the governance organisation, participant observations on several projects and innovative initiatives, observations within, across, and outside the organisation, and also interviews with varied key stakeholders.

The study examined:

- stakeholder engagement and networks
- current and varied understandings of the population
- mechanisms actually used for developing understandings
- the influence of context on organisational learning

and analysed these to arrive at a recommendations to improve organisational understanding of the governed population.

In the case studied, significant strengths were found: including innovative past learning trials for development, extensive ongoing networking activities, and many varied and accumulating quantitative datasets available across partnerships.

However, entrenched organisational approaches and practices constrained the development of holistic evidence-based understanding, for instance: the absence of systematic maintained collective learning processes; weak recording and forgetting of understandings; methodological exclusion of stakeholders from the development of understanding; the relative neglect of qualitative data, explanations, investigations, interpretations, and reflexivity; and also implicit organisational acceptance of such limitations and low aspirations.

Nonetheless, untapped opportunities existed to enable change including: latent practitioner knowledge and innovative management champions, the desire for improvement and raised aspirations within learning networks, and the development potential of alterative learning approaches.

It was concluded that more holistic evidence-based understanding was possible, but required new learning approaches beyond those then in use in both local government or academia.   

Recommendations are made to utilise and develop improved organisational learning approaches trialed and reported in the case study.

It is argued that the case study findings, conclusions, and recommendations may be applicable to other similar local governance organisations and partnerships that seek to better understand local populations, services and interventions.

The work was also submitted for, and awarded, an MPhil (at Newcastle University, supervised by Prof. Patsy Healy)

With L Harris, co-authored fully gender-inclusive trauma-informed peer support curriculum for people who live with HIV and / or AIDS and those who provide care for them. (Engaging People Living with HIV in Trauma-Informed Peer Support (SAMHSA / NAMHSPD, 2018) https://www.nasmhpd.org/sites/default/files/PeerEngagementGuide.9.24.2018_FINAL.pdf)

“Peer tutoring” merupakan strategi pengajaran dan pembelajaran (PdP) yang melibatkan
perkongsian ilmu melalui interaksi sosial di kalangan pelajar. Ia adalah berkonsepkan
teori pembelajaran konstruktivis sosial yang dipelopori oleh Vygotsky. Kajian ini
bertujuan untuk mengenalpasti pendapat pelajar terhadap penggunaan “peer tutoring” dan kesan penggunaannya terhadap pencapaian pelajar dalam topik “Introduction to organic chemistry”. Rekabentuk kuasi-eksperimental dan pendekatan kualitatif telah digunakan. Seramai 76 orang pelajar dalam empat buah kelas tutorial di sebuah kolej matrikulasi telah dipilih secara rawak untuk kajian eksperimen. Manakala empat orang pelajar dipilih untuk ditemubual dalam kajian kualitatif. Dapatan kajian eksperimen menunjukkan bahawa penggunaan “peer tutoring” dapat meningkatkan pencapaian pelajar berbanding dengan kaedah PdP berpusatkan pensyarah. Pelajar berpendapat bahawa “peer tutoring” mampu memupuk minat serta motivasi dalam pembelajaran. Kemahiran komunikasi dan hubungan persahabatan antara pelajar juga dapat dipertingkatkan. Implikasi penggunaan “peer tutoring” sebagai teknik alternatif PdP dalam kolej matrikulasi juga dibincangkan.

Aims and method The upsurge of cyberbullying is a frequent cause of emotional disturbance in children and young people. The situation is complicated by the fact that these interpersonal safety issues are actually generated by the peer group and in contexts that are difficult for adults to control. This article examines the effectiveness of common responses to cyberbullying.
Results Whatever the value of technological tools for tackling cyberbullying, we cannot avoid the fact that this is an interpersonal problem grounded in a social context.
Clinical implications Practitioners should build on existing knowledge about preventing and reducing face-to-face bullying while taking account of the distinctive nature of cyberbullying. Furthermore, it is essential to take account of the values that
young people are learning in society and at school.
Declaration of interest None.

The Peer Assisted Learning (PAL) program at the University of Minnesota is a primary academic support program for historically difficult, introductory college courses that serve as gatekeepers to academic degree programs. Based upon operating principles of other academic support programs and educational theories, PAL is integrated into the courses it serves. The PAL groups review essential course content, model cognitive learning strategies to deepen understanding, and promote metacognitive awareness so students are autonomous learners in courses without academic support services. The PAL approach operates at the confluence of collaborative learning, cooperative learning groups, and learning communities. This article provides a detailed overview of the PAL model, educational theories upon which it is based, and how variations of it are implemented at the institution. Quantitative and qualitative studies reveal academic and personal benefits for participating students and those serving as PAL facilitators. The studies validate the role of PAL with closing the achievement gap between students of different ethnicities and levels of academic preparedness for rigorous college courses in mathematics and science.

This case study aims to describe how a blog was used in one particular teaching context to promote peer- to-peer interaction, feedback and discussion. While the case study does examine one particular teaching application of a blog, the principles discussed can just as easily be applied to any teaching situation where the ability for individuals to chronologically record a learning process, collate different learning resources such
as text, video and audio, and increased peer feedback or discussion between students is desired. This episode will examine the context, planning and teaching within the case study, and highlight any issues that were encountered, and benefits that make this type of online teaching worthwhile.

Freire's views on the dialogical nature of teaching and learning inspired a group of postgraduate students who had previously been involved in facilitating Supplemental Instruction (SI) but observed low student participation. After reflecting on their own experiences the group initiated a discussion forum for first-year biology students with the aim of transforming student learning from a relatively passive experience to an active, engaging process. In contrast to the SI programme Peer Teaching/Learning Experience Programme (PTLEP) sessions were characterised by large student numbers per session (100-300), a much longer duration (up to 3 hours), and they were conducted at weekends or after hours. Furthermore sessions were offered only close to exams and tests with two sessions per test and three sessions per exam. In the PTLEP tutorials, facilitators guide the process and make comments, but only after the students themselves have made suggestions on how to answer questions correctly. Records from the attendance registers, evaluation questionnaires given to a sample of students attending the programme, and video recordings of sessions revealed that PTLEP increased attendance and active participation of the attending students. These multilayered peer interactions mitigated the effects of the high student-lecturerratios observed at the University of KwaZulu-Natal and offered pedagogical benefits as competition was decreased among students and cooperation, motivation, self-confidence and self-esteem were increased. Contrary to the belief that peer teaching should be limited to peer discussion in small groups,

This examination of the University of Minnesota Peer Assisted Learning (PAL) program identified five themes of choices made by student leaders during and in preparation for study group review sessions:  (a) redefined facilitator role beyond initial training, (b) assessed students to adapt the sessions, (c) adapted sessions to address knowledge or skill deficits of students, (d) empowered student participants to take more regulation of sessions, and (e) engaged in trial and error to add new approaches to sessions.  These findings encourage a deeper understanding of beliefs, choices, and professional identity formation of peer study group review leaders.  Understanding more deeply the complex process that facilitators employ to prepare for and adapt during study review sessions can guide training practices to increase their effectiveness with improving student grades in historically difficult courses.

This qualitative study focused on observed and perceived changes in academic and personal attitudes and behaviors by student participants in the Peer Assisted Learning (PAL) program at the University of Minnesota (UMN). The PAL model employs best practices from national peer learning models including Supplemental Instruction, Peer-led Team Learning, and Emerging Scholars Program. The PAL program provides regularly-scheduled study review sessions weekly to support students achieve higher final course grades and persistence rates. In most uses of the PAL model at UMN, participation is mandatory. Arthur Chickering's Comprehensive Theory of Personal Change was used to analyze the data. Data was gathered by the PAL study group facilitators of observed or perceived changes of attitudes and behaviors by the participating students. Four themes emerged: higher academic engagement, higher confidence, increased interpersonal skills, and improved critical thinking skills. Higher engagement with the learning process was manifested through PAL participants talking more, displaying more comfort while speaking, and asking questions of the PAL facilitators and others in the group. Increased confidence was evidenced by reduction of frustration and fear and replaced with display of new cognitive and metacognitive thinking, expressions of self-confidence in ability to solve problems, and learn new academic content independently. Increased interpersonal skills was higher interaction within the study group, helping others during small group activities and within the large group discussions, making friends with the participating students and the facilitator, and actively working with fellow students to solve problems rather than preferring self-reliance and working alone. The final theme of improved 26 critical thinking was displayed by increased ability to understand and explain reasoning behind concepts. Several recommendations are offered: how study group programs could foster academic and personal growth of study group participants and areas for further research.

Facing the plethora of peer-related educational practices this paper studies peerness within formal and non-formal adult education. It aims to answer three questions: 1) who do the diverse adult learners themselves consider as their peers or equals, 2) who study-wise " significant others " are mentioned by them and 3) how do these " others " influence adult learning? The data is gathered from adult learners around Finland. Findings show that adult learners´peers are found outside of their current studies, if found at all. While many people influence studies, especially mature and immigrant students rely on their teachers. The " others " can motivate, help and serve as examples but they can also hinder learning. This calls for rethinking the use of merely study-related " peer " practices. The findings are debated with theories of peer learning and a new conceptual model is used to differentiate aspects of peerness.

Postsecondary peer cooperative learning activities often share common goals of increasing student learning and persistence towards graduation. These approaches range from simple activities created independently by individual classroom teachers to comprehensive programs adopted by many institutions in the U.S. and internationally. Since Dr. Martha Maxwell first reported on these approaches, peer-learning activities have grown in their diversity, sophistication, and effectiveness. This chapter identifies their historical development, theoretical underpinnings, key characteristics, and future areas for investigation and growth and describes best practices of the four major national models of peer learning, requirements for their successful implementation, and a critique of their utility. Dr. Maxwell and others designed increasingly sophisticated systems for the evaluation and certification of these approaches. What started as a simple strategy to help students learn more in the classroom and achieve higher grades has become an important tool to increase college graduation rates while also providing a feedback system for professional development of course instructors and those who facilitate the student peer learning groups. Peer learning groups following best practices not only increase academic engagement with and mastery of historically challenging academic content, but also build supportive learning communities. They are an important contributor to the learning ecosystem in postsecondary education.

(Purpose) This 2018 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally to increase student achievement. (Methodology) An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. (Results) From a review of the professional literature, nearly 1,500 citations emerged concerning seven programs that met the previously mentioned selection criteria: Accelerated Learning Groups (ALGs), Emerging Scholars Program (ESP), Peer Assisted Learning (PAL), Peer-Led Team Learning (PLTL), Structured Learning Assistance (SLA), Supplemental Instruction (SI), and Video-based Supplemental Instruction (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. (Conclusions) The professional literature of peer learning programs has grown significantly in recent years.  The literature reports not only positive outcomes for the student participants of such programs, but now includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. (Recommendations) Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. Updated versions of this bibliography are available at http://www.arendale.org/peer-learning-bib/

Postsecondary peer assisted learning programs often cite improving academic achievement for students. This qualitative study at the University of Minnesota investigated the potential effect of serving as a student facilitator of a peer study group on their future vocation. This was a replication of previous studies of personal and professional outcomes for study group facilitators. Findings of this study suggest the facilitator experience strongly influenced their interest in careers, especially related to the teaching profession. This study explores why these programs generate these outcomes through linking leading theorists to the research outcomes. Peer study group programs present a cocurricular experience that could be more powerful if it was intentional for professional development outcomes of the student facilitators and participants. With the highly competitive job market for today's college graduates, institutions must use every opportunity to increase job readiness skills of its graduates.

The purpose of this study to improve the learning outcomes of students with the use of peer learning model in the Competence Electrical Engineering and Energy Conversion of the XTM1 students of SMK Negeri 2 Pengasih. This research was classroom action research using the model of Kemmis and Taggart. It was implemented through four phase: planning, action, observation, and reflection. The research data was analyzed using the T test at the significance level of 0.05%, followed by the conclusion of research results. The results showed that after following peer learning, 88.9%. Students achieve the mastery learning of 79.06. The use of peer learning methods improves learning outcomes in accordance with the criteria of the study but cannot increase the value of learning from pre-action. The number of the students who pass the KKM is higher compared with the pre-action.

Depuis quelques années, les savoirs expérientiels des usagers de la psychiatrie accèdent à une plus grande reconnaissance et commencent à être intégrés dans la clinique. Dans ce chapitre, je commence par définir ce que sont les savoirs expérientiels, d'où ils viennent et de quoi ils sont composés. Je propose ensuite de les suivre dans trois étapes cruciales, tout en soulevant les enjeux qui y sont liés. La première étape concerne l'élaboration des savoirs expérientiels. La deuxième étape est celle de la transmission de ces savoirs. Je me focalise alors sur une forme particulière mais de plus en plus répandue de transmission, soit le récit de rétablissement. Enfin, je m'intéresse à la marchandisation et à l'institutionnalisation de ces savoirs, au travers de l'engagement de pairs-aidants professionnels au sein des institutions psychiatriques.

Peer-led education has been shown to be an effective approach
for raising community-dwelling older adults’ beliefs, knowledge
and intention to engage in falls prevention strategies in a recent
intervention trial. This article outlines the design and development
of the intervention, which was a peer-led falls prevention education
programme designed to promote older adult’s motivation to
change their behaviour in the area of falls prevention. The elements
of the programme that contributed to its efficacy are also
described. The programme was designed using a four-step
approach and was based on the constructs of a theoretical framework
(the COM-B model). Feedback from older adults was also
incorporated into the programme development. Programme components
developed were a workshop to train older adult peer
educators to deliver falls prevention education, a one-hour peer-led
falls prevention presentation, and supporting resources to aid
programme delivery. A questionnaire measuring older adults’
responses to the presentation was concurrently developed and
pilot-tested prior to implementation of the education programme.
Finally, resources to monitor and evaluate fidelity at five points in
the programme were developed. It was found that seeking older
adult consumer involvement, and adopting a theoretical framework-
driven approach contributes to effective design and delivery
of falls prevention education programmes. This ensured that the
programme was acceptable to older adults, feasible to deliver and
allowed robust measurement of the effect of the education programme
on important behavioural change components.

Peer assessment is increasingly being used as a pedagogical tool in classrooms. Participating in peer assessment may enhance student learning in both cognitive and non-cognitive aspects. In this study, we focused on noncognitive aspects by performing a meta-analysis to synthesize the effect of peer assessment on students’ non-cognitive learning outcomes. After a systematic search, we included 43 effect sizes from 19 studies, which mostly involved learning strategies and academic mind-sets as non-cognitive outcomes. Using a random effects model, we found that students who had participated in peer assessment showed a 0.289 standard deviation unit improvement in non-cognitive outcomes as compared to students who had not participated in peer assessment. Further, we found that the effect of peer assessment on non-cognitive outcomes was significantly larger when both scores and comments were provided to students or when assessors and assessees were matched at random. Our findings can be used as a basis for
further investigation into how best to use peer assessment as a learning tool, especially to promote non-cognitive development.

This qualitative study explores narrative interviews of streetinvolved individuals with mental health issues and reflects on how they speak to experiences of both helpful and unhelpful social and mental health service provisions, and the disconnections between what they articulate as needing, and what services and supports they are able to receive. The article draws on and contributes to the field of peer research as the authors use lived experience of homelessness and/or mental health issues to inform both the approach to and analysis of the narratives. This study confirms that participants find the emerging, recovery-oriented structures Downloaded by [Ms Jijian Voronka] at 06:21 28 April 2014 250 J. Voronka et al.