Reporting Mobile Social Media Use: How Survey and Experience Sampling Measures Differ

Quantifying the ubiquitous, ephemeral, and highly diverse patterns of mobile social media (MSM) use is a challenge for communication research. Most researchers employ retrospective survey measurement, thus depending on the accuracy of users’ memories and generalizations. Alternatively, some researchers rely on in-situ measurement, being less dependent on users’ memories and generalizations, but requiring random situation samples. To assess differences and similarities between these two measurement approaches we analyzed whether characteristics (duration and frequency of a usage episode, habit, elaboration, and gratifications) of MSM use (regarding Facebook, WhatsApp, and YouTube) vary between retrospective survey and mobile experience sampling measurement. We observe a consistent pattern of higher estimates in retrospect as compared to individual averages of in-situ reports. The absolute magnitude of these differences varies considerably between platforms and characteristics studied. Nonetheless, for most constructs and platforms we find low significant positive correlations between retrospective and aggregated in-situ values.     

Teacher stance in creative learning: A study of progression

This paper reports focused findings from a qualitative scoping study undertaken in four sites in England focusing on progression in creative learning (PICL) (February 2005–January 2006), funded by Creative Partnerships, a national development programme. The study sought to explore how progression in creative learning can be described in two curriculum areas. The paper introduces the analytic framework which emerged from the study, and summarises some of the key findings, with a particular focus on teacher stance, taking this slice of analysis further than is done in the original research report and discussing in particular teachers’ attitudes toward creative learning and toward teaching for creative learning.     

Montana's Indian Education for All: Applying Multicultural Education Theory

Montana's constitutional commitment to the cultural heritages of American Indians exemplifies the practical application of multicultural education. In this article, the authors explore the goals and evolution of Indian Education for All within a multicultural education framework, and discuss how educators are best prepared to implement this transformative educational policy.     

The changing role of the secondary principal in the United States: An historical perspective

This paper reviews the historical development of the secondary principalship in the US and examines how the current role of the principal is a result of historical forces. The authors consider a preferred future for the principalship and present recommendations for change.     

Using Simulation and Patient Role Play to Teach Electrocardiographic Rhythms to Physical Therapy Students

Purpose

The aims of the study were to differentiate: (1) physical therapy (PT) students’ preferred method for learning electrocardiographic (ECG) recognition utilizing standardized patient (SP) and human patient simulation (HPS) approaches, (2) the impact of HPS or SP on confidence in interpreting ECG, and 3) the effect of HPS or SP on students’ ability to make clinical decisions based upon ECG interpretation.

Methods

“Three educational methods were employed to teach ECG recognition to two different years of novice PT students enrolled in a cardiopulmonary physical therapy class. First, all students had a traditional lecture on ECG. Following the lecture, two problem-based learning (PBL) approaches were utilized. One approach used a SP and paper ECG strips, and the second approach utilized HPS with simulated ECG monitoring.”¹ Following the two PBL approaches, a post instructional survey regarding the learning experiences was conducted. Following instruction, each cohort (n = 24, n = 29) of PT students was given a mixed methods survey about their experience.

Results

Survey return rate amongst both cohorts was 77%. Independent sample of individual cohort and paired t-tests of combined data comparing HPS to SP revealed a strong preference for HPS (p = 0.003 (2008 cohort) and p = 0.0001 (2010 cohort)) and combined cohort (p = 0.0001). There were no significant differences in responses between cohorts or preference between the HPS method and the use of SP and HPS combined. Additionally, 75% of respondents either strongly agreed or agreed that they felt confident with their skill in ECG interpretation as presented with HPS or SP. 90% either strongly agreed or agreed that they understood how the ECG relates to patient treatment. Summative assessment utilizing HPS revealed that students were competent in their performance in ECG recognition and clinical decision making related to patient treatment.¹

Conclusion

Data support that HPS was the preferred method to improve student confidence in ECG recognition and interpretation.Key Words: human patient simulation, electrocardiography, critical care management, educational technology     

‘Giving voice’ in research processes: an inclusive methodology for researching into social exclusion in Spain

This article seeks to illustrate how a research study that claims to be inclusive should incorporate into its development, decisions of methodological flexibility that enable voice to be given to all participants regardless of their personal conditions. The changes carried out in the techniques, procedures or in the kind of questions used in the research, illustrate how young persons can be involved in the building of scientific and academic knowledge that is being generated about them. This work forms part of a more extensive line of inquiry that started a number of years ago by two Spanish universities (Cantabria and Seville).