It is not simply that nurse practice will be likely to change with respect to children. Every person will, in the terminology of the policy, 'matter': there is significant urgency to consideration of effective education and training provision.

The paper draws initially on theoretical literature describing schools and universities as, necessarily, dialogic learning communities, which is then applied to an investigation into the use of peer review in teacher education in an Australian university. The empirical research described was completed with pre-service teachers of religious education, and it explores the implications for the learning of those pre-service teachers in a university and in school settings. Advantages of peer review by pre-service teachers include helping them to identify, understand and address their strengths and limitations. The work was described as a positive experience, supporting the expectations of the authors that it could and should be positive, despite some of the previous literature in the field emphasising negative experiences of peer review. Activities used for this research were themselves models of professional learning, representing a 'research attitude' of the pre-service teachers to their own work. That can in turn be applied to the research attitude of university tutors and, just as significantly, of teachers and pupils in schools. Pre-service teachers were seeing themselves as researchers in learning communities, and were able to understand how they might transfer this approach into the classrooms in which they would be working. Although a small-scale piece of empirical research, it nevertheless helps to clarify some of the ways in which teacher education can model, and influence, the nature of schools as learning communities.

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Assessment is often portrayed as impersonal or, if personal, rather negative or even aggressive. In schools, much assessment tends to lower the self-esteem of pupils, whilst in universities, feedback is often rated lower than other dimensions by higher education students. Yet assessment of work is generally the most intensively individual regular teacher-pupil or tutor-student communication. The work here presents an analytical framework, making use of questions developed through research on the spirit of the school, with those questions in turn piloted with a small group of 15 pupils, students and tutors. It is the combination of dialogue, learning, and community that make up what is described in the larger research project as being more spirited, a form of spirituality based on the relational principles of David Hay, in turn derived from the theories of community and dialogue of John Macmurray and Martin Buber. The research presents an analytical and pedagogic tool that links the work of teachers in schools to the preparation of teachers, and links written assessment feedback to the central purposes of learning communities.

Gangestad et al. (this issue) recently published alternative analyses of our open data to investigate whether women show ovulatory shifts in preferences for men’s bodies. They argue that a significant three-way interaction between log-transformed hormones, a muscularity component, and women’s relationship status provides evidence for the ovulatory shift hypothesis. Their conclusion is opposite to the one we previously reported (Jünger et al., 2018). Here, we provide evidence that Gangestad et al.’s differing conclusions are contaminated by overfitting, clarify reasons for deviating from our preregistration in some aspects, discuss the implications of data-dependent re-analysis, and report a multiverse analysis which provides evidence that their reported results are not robust. Further, we use the current debate to contrast the risk of prematurely concluding a null effect against the risk of shielding hypotheses from falsification. Finally, we discuss the benefits and challenges of open scientific practices, as contested by Gangestad et al., and conclude with implications for future studies.