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The chapter describes a four-year research project, the objective of which was to design and develop an intervention tool to assist middle school students in their information seeking when engaged in an inquiry-based learning project.

Bonded design method was used to design a proof-of-concept (POC) low-tech Guide, and focus group and Informant Design methods were utilized to develop a Web Guide.

In creating an intervention tool, whether low-tech paper-based or high-tech websites, different methodologies that relied heavily on the participation of students in the design process were successfully utilized.

The research shows that participation of children and adolescents in designing the content of technology for educational use is imperative.

This is a long-term research project, which is unparalleled and unique in its scope, duration, breadth, and depth. Having access to the grade eight classes in a single school over a four-year period has proven to be a remarkable research opportunity, seldom reported in the literature.

Very low click-through rates (CTR) raise serious questions about the effectiveness of banner advertisements. However, we believe that the effect of a banner ad is not limited by clicks. Banner ad information itself can be processed by the audience.

We propose that the exposure effect of a banner ad exists even when the banner is not clicked. The results of our experiments strongly support this effect. Analyses also revealed that a non-clicked banner ad can create as strong of an exposure effect as clicked banner ads. Also, audiences that are able to recall the existence of the banner ad on a web page develop stronger implicit memory than those who cannot. Researchers are invited to re-test these interesting findings in various cultures with differing levels of Internet penetration and experience.

We introduce this volume featuring the work of C. L. Clarke and D. A. Hutchinson with references to existing literature addressing complexities of teacher knowledge development. Drawing from their metaphor of the muskeg, we write about ways in which notions of teacher knowledge intersect with prior personal and professional experiences across time, place, and social interaction. Clarke and Hutchinson write about ways in which identities that they view as having developed at the edges of their communities have contributed to shaping their sense of professional and personal identity in profound ways. They examine the potential impact of these experiences in: shaping their research and the building of research relationships with their participants using a narrative inquiry approach; and developing ways in which the use of poetic expression and word images enriched their understanding of the development of teacher identity and knowledge and informed their curriculum making. A chapter written by their dissertation supervisor offers further insight into ways in which their use of a narrative inquiry approach shaped their research work and writing, and offered a unique glimpse into their research phenomenon. We position this work in relation to existing research in the area of teacher knowledge and highlight ways in which this work contributes to knowledge in the area, as well as contributing to ideas about how narrative inquiry methodology has informed the examination of their research phenomenon.

The modern workplace contains many physical and interpersonal hazards to employee physical and psychological health/well-being. This chapter integrates the literatures on occupational safety (i.e., accidents and injuries) and mistreatment (physical violence and psychological abuse). A model is provided linking environmental (climate and leadership), individual differences (demographics and personality), motivation, behavior, and outcomes. It notes that some of the same variables have been linked to both safety and mistreatment, such as safety climate, mistreatment climate, conscientiousness, and emotional stability.

To examine how vocabulary instruction can lead toward students connecting the known to the familiar with the unknown.

Theoretical advances in vocabulary acquisition and utility are discussed in relation to word reading and knowledge formation. Extending theory requires pedagogical planning and reinforcement to promote skill learning first toward preparing students to have the capacity to acquire vocabulary across the content areas and in turn, understand and apply that knowledge toward problem solving.

Students must be scaffolded toward connecting what they know with that which is familiar and eventually with the unknown; only then can we extend learning beyond our guidance and supervision. Students must be taught how and when to use vocabulary acquisition strategies so they are prepared to overcome difficulties associated with word meanings in independent reading.

It is timely for rich, varied, and complete vocabulary instruction to serve as the basis for learning across the curriculum. Words are the predecessors of tomorrow’s learning and we must consider how to best provide instruction for students who overuse sight words, text shorthand more than they write formally, and even substitute inappropriate language based upon a lack of vocabulary knowledge and ability to articulate their feelings.

This research examines impacts from tourists’ destination knowledge and destination interest upon Generation Z’s recognition memory of advertisement for a new travel destination (Taiwan). The findings of this study indicated that participants with high destination knowledge are more likely to exhibit a lower level of new travel destination advertising recognition than participants with low destination knowledge, while the destination interest is low. Practical and theoretical implications of this outcome for destination marketers and tourism scholars are suggested to better understand and anticipate the processes of tourists’ learning and retaining of new travel destination information.

Contextual factors play a vital role in employee mistreatment. This chapter deals with the definition and scope of contextual factors, including a distinction between the objective environment and its idiosyncratic perception by employees. Several mechanisms are offered to explain the effects of context on mistreatment, including the stressor–strain framework, interaction with personal characteristics, and also mistreatment acting as a stressor. The framework suggested in this chapter uses levels of analysis, and proposes that the objective environment (group level variables) is perceived at the individual level, which consequently leads to both perpetrated and received mistreatment. Those same objective environment variables also have a direct effect on mistreatment, as well as a moderating role in the relationship between individually perceived context and mistreatment. Furthermore, there is some evidence that mistreatment acts as a contextual variable in and of itself, with perpetrators, victims, and bystanders perceiving mistreatment in their workplace and reporting higher levels of stressors and strains. Finally, we outline the need for more longitudinal, multi-level studies to clearly discern the role of context in employee mistreatment.