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This research examines the direct and indirect effects of immigrant consumers' (heritage vs host) cultural orientation on their opinion leadership, in relation to heritage versus host culture peers. In addition to examining the potential mediation of different exhibitions of innovativeness, the research tests whether the relative size of the immigrant population in a country might affect the relationship of consumers' cultural orientation and opinion leadership.

Tests of the theoretical arguments rely on data from three samples of more than 1,000 consumers collected from Russian immigrants to three countries–Israel, Germany and the United States.

This study offers broad support for the foundational theorizing, in that the findings confirm a mediating role of consumer innovativeness. Cultural orientation relates directly to opinion leadership, though only in two countries with a relatively small (Russian) immigrant population, that is, Germany and the United States. Accordingly, these findings have pertinent theoretical and practical implications.

Little research centers on opinion leaders among immigrant consumer segments or details the antecedents of opinion leadership relative to ethnic and immigrant consumer segments. This study contributes to marketing theory and practice by investigating immigrants from Russia who have migrated to Israel, Germany or the United States and by elucidating whether and to what extent their heritage versus host culture orientations exert indirect (via innovativeness) or direct impacts on their opinion leadership, expressed toward heritage and host culture peers.

A survey of the literature shows that researchers have assessed the social processes of retaliation among adversarial crime prone populations. However, notably absent from this research is the study of peer retaliation among non‐adversarial and less crime prone populations, such as police officers. The underlying theoretical premise is that peer retaliation, defined here as a mechanism of social control, operates under prevailing police culture conditions.Using focus group interviews collected from one large Southwestern police department, content analysis is used to qualitatively examine the influence of peer retaliation on officer deviance (i.e. reporting incidents of illegal force). The results show that officers' rationalize peer retaliation according to morality and deterrence; while, types of retaliation sanctioned against peers include ostracism and no cover. The implications of these findings are considered.

In spite of the potential of peer feedback, research related to the international classroom and the development of intercultural competences remains limited. This paper aims to further explore this combination and associated gaps by presenting students’ perceptions of peer feedback on individual behaviour in group work.

Several studies have shown that peer feedback can be a powerful instrument in higher education. For this reason, this instrument is increasingly being deployed in the international classroom of a Dutch Business School (DBS), which has a student population of about 60 different nationalities. The present paper adopts an embedded case-study design in studying peer feedback within the international classroom.

The primary results of this study are twofold. First, they show that before joining DBS, the vast majority of international students have never been exposed to group work peer feedback. And second, they reveal that cultural background (bias) is a critical factor in how students provide and perceive peer feedback. Students from high-context cultures struggle with direct feedback provided by students from low-context cultures. Furthermore, the results show that domestic cultural values “lack consideration” when dealing with the contrasts in cultural values of non-domestic (international) students.

This study indicates that several aspects of the students’ cultural background have a direct impact on how they provide and perceive individual peer feedback on their behaviour in group work. Furthermore, it argues that peer feedback, when used as an instrument, requires specific training and guidance of students with regard to cultural differences, values and perceptions.

This article looks at girls who fight in order to evaluate theories of education for marginalized girls. As oppositional culture and educational resistance theories suggest for boys’ misconduct in school, girl fights are found to be a product of deindustrialization, family expectations, and peer culture. Within peer groups of marginalized students an oppositional culture develops such that girls gain respect from their peers by fighting because they demonstrate a necessary toughness. Girls who fight have a complicated relationship to education. Contrary to oppositional culture theory, these girls value educational achievement. However, the girls’ relationships with teachers are strained. Teachers do not appreciate “tough” girls. Race, class, and gender together construct a student culture that produces girls who fight in school.

Dialogic peer coaching as leadership can enable teachers to influence each other's professional learning. The purpose of this paper is to shift the emphasis from the role associated with the designated title of leader to the purpose and relevance of teacher leadership in the context of dialogic peer coaching.

The research was undertaken as a small qualitative case study embedded in a school-based, teacher professional development project. Nine groups of peer coaches from five unrelated schools engaged in a formal process of collaborative inquiry over two years. Interview data from 13 volunteer teacher participants were analysed using the constant comparison method and themes determined.

The study revealed that there was growth in teacher leadership capabilities as they become dialogic peer coaches to each other.

Through their collaborative peer coaching dialogue teachers have the transformative space to articulate their thinking. They can engage in dialogic feedback where they are positioned as experts in their own practice.

The teachers in this study are positioned within communities of practice as co-constructers of knowledge and co-learners. On the basis of the findings the authors suggest that this can support the development of high capacity leadership in schools. This stance contrasts with a technicist approach to teacher professional learning in which teachers are situated as absorbers or recipients of knowledge constructed elsewhere.

The research reported in this paper addresses three key elements of leadership: individual development; collaboration or team development; and organisational development. It outlines a means by which teacher leadership can be strengthened to address these elements in schools.

The purpose of this paper is to check the veracity of educators’ apprehensions about peer assessments by comparing them with the actual peer assessment scores. It also explores the levels of satisfaction and current usage of peer assessment tools among educators.

The first phase of this study aims at providing insights into the educators’ apprehensions, their satisfaction and usage levels of peer assessments. The second phase involves analysis of peer assessment scores of 539 students in 117 teams. Findings from statistical analysis of peer assessment scores are compared against the apprehensions of educators.

The results do not support the apprehensions among educators about peer assessments. Findings on the usage, satisfaction levels of educators and their future intentions of using peer assessments are also presented in this paper.

Studies with larger sample size, qualitative in-depth research on experiences, designs and conditions of successful peer assessments and studies based on users’ experiences of peer assessments will help in getting richer insights in this area.

Results of this study indicate a need for educators to shed their apprehensions and adopt online or offline peer assessments tools with trust and confidence.

This study is important due to the existence of contrary views, inconsistent results and lack of adequate familiarity about the use, efficacy and practice of peer assessments. Though previous studies have tried to establish the reliability of peer assessments, this study finds that educators are still apprehensive about peer assessments. This is a unique study as no previous research has attempted a comparative study to check the veracity of the apprehensions of educators about peer assessments using the actual peer assessment scores.

The purpose of this paper is to explore the contours of the police code of silence, a critical component of the ability to control misconduct and enhance integrity within any police agency. Unlike the extant research, dominated by single-country studies, this paper provides an in-depth exploration of the code across five countries and tests the relation between the code of science and societal characteristics.

A police integrity survey was used to measure the contours of the code of silence among police officers in Australia (n=856), Croatia (n=966), South Africa (n=871), South Korea (n=379) and the USA (n=664). The respondents evaluated 11 hypothetical scenarios describing various forms of police misconduct.

Bivariate analyses reveal considerable divergence in the code of silence across the five countries. Multivariate models of the code of silence show that, next to organizational factors (i.e. the respondents’ assessment of peers’ willingness to report, evaluations of misconduct seriousness and expected discipline) and individual factors (i.e. supervisory status), societal factors (i.e. the Corruption Perceptions Index score and the percent of irreligious citizens) are significant predictors of the respondents’ willingness to report.

While the same questionnaire was used in all five countries, the nature of the data collection differed somewhat across the countries (e.g. online survey vs paper-and-pencil survey), as did the nature of the samples (e.g. representative sample vs convenience sample).

Perceived peer pressure, measured as the perceptions of whether other police officers would adhere to the code of silence, is the key variable explaining the police officers’ expressed willingness to adhere to the code of silence. Changing the police officers’ perceptions of peer culture and potentially changing the peer culture itself should be critical elements in the toolbox of any administrator willing to curtail the code of silence.

Whereas the study of the code of silence has started several decades ago, no prior study has tested the effects of organizational and societal variables on the code of silence in a comparative perspective.

The purpose of this study is to examine relevant demographic and socio-economic factors as they relate to progress towards intercultural communicative competence (ICC) and intercultural sensitivity for ethnic-minority Latinx middle school English learners (ELs) using a mobile-assisted funds-of-knowledge-featured writing practice.

Through the theoretical lens of funds of knowledge, this three-year study implemented a survey-based quasi-experimental design centered on the Latinx ELs’ ICC development with the implementation of an intercultural sensitivity questionnaire (Chen and Starosta, 2000). The authors first investigated the relationship between ELs’ intercultural sensitivity and associated demographic and socio-economic factors. The authors then examined the changes of ELs’ intercultural sensitivity. Over ten weeks, the intervention group completed five funds-of-knowledge-featured narrative essays using pen and paper and mobile-based writing tools alternatively.

Findings indicated that ELs’ intercultural sensitivity increased as they advanced to a higher-level grade from sixth to eighth. The embedded mobile-assisted funds-of-knowledge writing practice as intervention promoted ELs’ intercultural sensitivity in interaction engagement, respect of cultural differences, interaction enjoyment and interaction attentiveness. Among the variables, interaction enjoyment was portrayed the most. ELs who reported not speaking English at home were statistically significant in this experiment.

This study acknowledges the robust and variance of funds of knowledge as a niche to address the interculturality and hybridity of ELs’ cultural practices accumulated through Latinx ELs’ family socialization and social development using mobile-assisted writing practice. This study could provide implications for optimizing inclusive experience to promote computer-assisted language learning in a contemporary, postcolonial global world.

This paper critically examines the development and direction of the Fabricating Future Bodies (FFB) Workshop. Troubling notions of co-production as enacting equality or empowering participants, it draws on feminist posthuman and new materialist concepts to understand it as an eventful process that occurs in unpredictable and shifting affect-laden assemblages.

The FFB Workshop formed part of the final phase of my Economic and Social Research Council (ESRC) funded doctoral study, titled “Exploring young people's digital sexual cultures through creative, visual and arts-based methods”. With additional support from Wales' Doctoral Training Partnership, the workshop provided sixteen young people (aged 11–13 years) from one fieldwork school with the opportunity to work with two professional artists in order to creatively re-animate research findings on the digitally networked body. In a three-hour workshop, participants produced cut-up texts and life-size body fabrics that re-imagined what bodies might do, be and become in the future.

This paper finds that co-productive practices cannot flatten out the institutional and societal power dynamics operating within schools, highlighting how adult intervention was necessary to hold space for young people to participate. It also observes the agency of the art materials employed in the workshop in enabling young people to articulate what mattered to them about the digitally networked body. While the workshop was limited in its ability to renegotiate institutional and peer power dynamics, it produced rich data that indicated how carefully choreographed arts-based practices offer generative possibilities for digital sexualities research and education.

By employing speculative fiction, cut-up poetry and textiles to explore the digitally networked body, this paper outlines an innovative methodological-pedagogical approach to engaging with young people's digitally networked lives.

Campus sexual assault has received a great deal of media attention in recent years, with much focus being placed on the factors unique to universities that enable these crimes to occur. The purpose of this paper is to discuss the circumstances under which these crimes take place and examine the policies of institutions across the USA and Canada to determine whether legislation from various governmental levels impacts the prevalence and incidence rates of sexual assault.

A review of the literature on sexual assault is conducted to gain an understanding of the contributory factors in campus sexual assault, and fields outside of psychology are included in the search to capture phenomena outside the perpetrator-victim dyad.

The findings suggest that unique variables exist in campus culture including prevention and intervention strategies put in place by governments and individual universities. Some of these policies are aimed at providing victim services, while others engage faculty, staff, and students in taking action from a bystander standpoint.

This paper also investigates the impacts that mandatory policies would have across North America, and suggests future policy initiatives to reduce the deleterious effects of sexual assault for students and universities alike.