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Purpose — The paper is analysing the effect of adding a web survey to a traditional telephone-based national travel survey by asking the respondents to check in on the web and answer the questions there (Computer Assisted Web Interview, CAWI). If they are not participating by web they are as usual called by telephone (Computer Assisted Telephone Interview, CATI).

Design/methodology/approach — Multivariate regression analyses are used to analyse the difference in response rates by the two media and to analyse if respondents' answering by the two media have different travel patterns.

Findings — The analyses show that web interviews are saving money, even though a more intensive post-processing is necessary. The analyses seem to show that the CAWI is resulting in a more careful answering which results in more trips reported. A CAWI is increasing the participation of children in the survey and of highly educated. And it is offering a higher flexibility to answer after a couple of days off. The CATI is on the other hand more useful for the elderly. In addition, the CATI survey proved to be more useful for busy people and people not willing to participate in a survey at all. Young people and people with low resources who are difficult to reach by telephone are neither met on the web. Most of the differences in the response shares can be compensated by a weighting procedure. However, not all seems to be possible to compensate for. An effort to increase the number participating in the CAWI survey might increase the quality of the survey in general.

Originality/value of paper — In many countries authorities are considering how to reduce the cost of their national travel surveys. The value of the paper is to show that a combination of a CAWI and a CATI could be a good solution. Furthermore, it shows that the mixed mode could improve a CATI and therefore be the reason in itself to change methodology.

English teacher candidates have limited opportunities to examine classroom-based discussions about LGBTQ-themed texts and heteronormativity in teacher education courses. This chapter presents one effort to address this issue using a video-based field experience in the English Methods course that demonstrated a critical unit of instruction about the play, Angels in America. The chapter provides a description of the project and English teacher candidates’ perspectives about what they learned for English educators interested in devising similar projects for their courses.

This chapter explores the challenges and opportunities of using multiliteracies pedagogy and multimodality in a nontraditional English language arts classroom. The paper highlights the dynamic and contemporary nature of the multiliteracies pedagogy and multimodal literacy practices proposed by the New London Group (1996). This paper makes connections through the analysis of scholarship and practice and provides solutions for educators to promote learning that is meaningful, engaging, and relevant to students. The focus is on promoting literacy instruction that values students' creativity, language, and culture to cultivate analysis, inquiry, and agency.

The value of allowing children to experience frequently the sheer pleasure of good children's literature has long been acknowledged. For at least the past twenty‐five years, educational researchers and faculty members in schools of education and library science have advocated the use of children's literature in the elementary school curriculum.

Although workplace learning is an important part of professional learning, little is known about the unethical aspects of workplace learning. This study aims to describe students’ learning experiences from in-field training in the police. This paper aims to examine how workplace learning can challenge proper ethical professional development and thus become a question of ethical concern.

The study is based on open-ended questions in a questionnaire among Norwegian police students (N = 277) who had ended their one year’s in-field training and had returned to campus for the third and final year of police education. The data are analysed by means of a qualitative content analysis.

The paper presents two findings. First, the students learn best from assignments that push them beyond their comfort zone. Second, students struggle with their own expectations of themselves as police officers. The findings suggest that workplace learning leaves students aspiring to demonstrate their capability to be a police officer, rather than focusing on learning to be a police officer.

The study can provide organisations such as educations, public services and businesses with better understanding on how to enrich learning in their on-the-job training manuals and programmes to evolve ethical professional behaviour. Ethical considerations can help leadership to improve efficiency and performance at the workplace.

How the potentially unethical aspects of workplace learning can influence the profession’s ethical attitude is an understudied topic in studies on learning to become a professional.