Message fatigue: Conceptual definition,operationalization, and correlates

Despite growing concern over the public’s fatigue toward inundated health messages, communication research has largely neglected such ramifications of prolonged, real-life campaign exposure. This paper offers an initial conceptual and empirical treatment of message fatigue, an important, but understudied, side effect of campaigns. Specifically, it proposes conceptual and operational definitions of the construct and examines psychometric characteristics of a proposed message fatigue scale. The findings from two studies concerning safe sex (N?=?412) and anti-obesity messages (N?=?396) demonstrated solid support for the scale’s unidimensionality. In support of construct validity, the scale exhibited significant associations with message avoidance, annoyance, information seeking, and desensitization. Moreover, in an experimental setting in Study 2, message fatigue negatively predicted attention and message elaboration, while positively predicting counterargument.     

Peer deviancy training and peer coercion: dual processes associated with early-onset conduct problems

The prospective relationships of conduct problems and peer coercion and deviancy training during kindergarten (mean age = 5.3 years) to overt and covert conduct problems in third-fourth grade were examined in a sample of 267 boys and girls. Coercion and deviancy training were distinct peer processes. Both were associated with earlier child conduct problems but were differentially associated with child impulsivity, verbal ability, anxiety, peer rejection, and deviant peer affiliation. Coercion by peers predicted overt conduct problems and peer deviancy training and the interaction of deviancy training and coercion predicted covert conduct problems in third-fourth grade. Peer deviancy training occurs in early childhood and may serve as an independent risk mechanism in addition to peer coercion for early-onset, persisting conduct problems.     

Engaging New Faculty in the Scholarship of Teaching

This article describes how scholarly teaching projects were conceived, implemented, and evaluated by junior faculty from a variety of disciplines at a medium-sized midwestern university. The authors explore: considerations in designing scholarly teaching projects, methods used to evaluate teaching effectiveness, and outcomes of the teaching projects. Finally, two of the teaching projects illustrate how junior faculty with diverse courses, class sizes, and teaching concerns approached the task of improving their teaching.     

The <Emphasis Type="Italic">Synergies</Emphasis> research–practice partnership project: a <Emphasis Type="Italic">2020 Vision</Emphasis> case study

This paper, describes Synergies, an on-going longitudinal study and design effort, being conducted in a diverse, under-resourced community in Portland, Oregon, with the goal of measurably improving STEM learning, interest and participation by early adolescents, both in school and out of school. Authors examine how the work of this particular research–practice partnership is attempting to accommodate the six principles outlined in this issue: (1) to more accurately reflect learning as a lifelong process occurring across settings, situations and time frames; (2) to consider what STEM content is worth learning; (3) to examine learning as a cultural process, involving varied repertoires of practice across learners’ everyday lives; (4) to directly involve practitioners (and learners) in the research process; (5) to document how existing and emerging technologies and new media are, and will continue, to shape and redefine the content and practice of STEM learning research; and, (6) to take into account the broader socio-cultural–political contexts of the needs and concerns of the larger global society.     

Mapping the evolution of an after-school STEM club for African American girls using activity theory

Cultural Studies of Science Education - Research has shown that African American girls are interested in science but not as likely to pursue science-related careers as their white or male peers....     

Preschool Contexts and Teacher Interactions: Relations with School Readiness

The majority of early education programs promote children’s learning through a mix of experiences in child- and teacher-managed contexts. The current study examined time spent in child- and teacher-managed contexts and the nature of children’s experiences with teachers in these contexts as they relate to children’s skill development. Participants were preschool children (N = 283, M age = 52 months, 48% girls, 70% Mexican or Mexican American) from families of a lower socioeconomic status. Observations captured children’s time in child- and teacher-managed contexts and experiences with teachers in each context. School readiness was assessed directly and through teacher reports. Research Findings: Time spent in teacher-managed contexts was positively related to children’s academic and social skill development. Experiences in child-managed context predicted vocabulary, math, and social skills when teachers were directly involved with children. Overall, the findings suggest that teacher engagement is related to positive outcomes even during child-managed activities. Practice or Policy: Given these findings, preservice and professional development programs for early childhood educators should have a component that focuses on how to enhance the teacher’s role during child-managed activities.