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As more students take online courses as part of their college curricula, the integrity of testing in an online environment becomes increasingly important. The potential for cheating on exams is generally considered to be higher in an online environment. One approach to compensate for the absence of a physical proctor is to use a remote proctoring service that electronically monitors the student during the examination period.

We examined the exam grades for 261 students taking two different upper division accounting courses to determine if a computer-based remote proctoring service reduced the likelihood of cheating, measured through lower exam scores, as compared to classroom proctoring and no proctoring. We examined both online and on-campus courses.

In qualitative and quantitative accounting courses, evidence shows that grades were significantly lower for students who were proctored using a remote proctoring service compared to students who were not proctored. In the quantitative course, remote proctoring resulted in significantly lower final exam scores than either classroom or no proctoring. However, in the qualitative course, both remote proctoring online and live proctoring in a classroom resulted in significantly lower final exam scores than no proctoring, and they are not statistically different from each other.

Academics and administrators should find these results helpful. The results suggest that the use of proctoring services in online courses has the potential to enhance the integrity of online courses by reducing the opportunities for academic dishonesty during exams.

This chapter presents findings from a qualitative study focused on the strategies that two marginalized seventh graders used as they completed an Internet inquiry project about survival.

The participants spent time over a four-week period in three phases – selecting a topic, locating information, and presenting information. Participants completed journals and participated in interviews. The participants’ online searches and how they organized their presentations were recorded. The researcher took field notes. These four data sources were used to determine subcategories in each phase to document the strategies they employed as they completed the project.

Participants used phrases and questions as they decided on key words to locate information. The majority of the sites they visited ended in the .com domain. They used different web browsers and spent varied amounts of time reading websites once they decided on key words and selected sites. Each participant approached the project uniquely and met the requirements to complete it.

This study suggests that students in self-contained resource classes engage with online content in sophisticated ways but that they still need support from teachers to optimize their learning.

Studies like this add to a body of research offering thick descriptions of teachers and students work together. In addition, this chapter derives value from the fact that it was conducted by a classroom teacher and therefore offers a unique perspective on the classroom as a learning environment as well as a site of inquiry.

We are three teacher educators – Christi, Bethney, and Abby – representing literacy, educational leadership, and special education, who have collaborated in self-studies of our teacher education practices (S-STEP) over a period of five academic years. Through this collaborative engagement, we came to recognize the similarities and differences in our language and values found within each of our individual disciplinary cultures. It was through the juxtaposition of studying ourselves alongside of that of our colleagues that we further generated a shared culture and common understandings. In our chapter, we explore the ways in which self-study enabled collaboration with teacher educators representing different disciplines. The research brought to light specific disciplinary values, assumptions, and terminology that, when articulated and examined among critical friends, facilitated our ability to both broaden and deepen our individual understandings of teacher education practices in light of each other’s diverse disciplinary perspectives.

Now more than ever, climate action requires both private and public investment in building a sustainable future for all. COP26 affirmed the importance of collective action at all scales coupled with supporting public policy to limit global warming to a 1.5-degree trajectory. This chapter outlines the process and building blocks that culminated in the launch of the Drawdown Georgia Business Compact, whose mission is to leverage the collective impact of Georgia’s business community to achieve net zero carbon emissions in the state by 2050. In bringing together companies across diverse industries, the Business Compact creates a community of practice where cross-sector collaboration accelerates Georgia’s path to actualizing COP26’s decarbonization vision while also considering ‘beyond carbon’ issues such as the economy, equity, public health, and the environment. This is a regional and voluntary approach to Sustainable Development Goal (SDG) 17 (Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development), which recognizes multi-stakeholder partnerships as important vehicles to achieve SDGs.

Open Courseware, in many ways, was the starting point towards mainstream discussion and adoption of open learning, particularly in higher education. In its first iteration, the concept specifically excluded assessment recognition, and credentialisation, which aims to ‘liberate’ knowledge without shattering the designing, teaching and awarding processes traditional education has relied upon for decades, if not centuries.

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.

To determine gendered patterns of preventive medical care (physical and dental/optical) use among pan-ethnic U.S. Asian and Latino adults.

Using National Latino and Asian American Study (2004) data, we apply Andersen’s (1995) Behavioral Model of Health Services Use to assess how preventive care use among Asian and Latino men and women varies as a function of predisposing, enabling, and need-based characteristics. We explore whether adjustment for these factors mediates gender disparities in both physical and dental/optical check-ups, and test whether certain factors operate differently among men versus women.

A higher proportion of women reported a routine care visit last year, especially among Latinos. Adjusting for predisposing, enabling, and need-based factors explained the gender difference in reporting a dental/optician check-up, but not a physical check-up, among both Asian and Latino adults.

Our findings illustrate how gender patterns in routine care use differ by race/ethnicity, and highlight the fundamental importance of enabling characteristics (especially health insurance and having a regular doctor) for shaping routine care use between men and women, both Asian and Latino. Limitations of this chapter are that the data are cross-sectional and were collected before the implementation of the Affordable Care Act, and measures are self-reported.

This chapter focuses on Asian and Latinos because they represent the fastest growing minority populations in the United States, yet few studies have evaluated gender differences in preventative health care use among these groups.

Disability is a multivalent, fluid concept that encompasses a broad set of phenomena that shape the experiences of individuals as they interact with others; social systems and processes; and legal structures. A disability identity also encompasses a range of different diagnoses and levels of visibility, which serve to influence whether others perceive a person to have a disability. Recognizing the multivalent nature of disability-as-identity makes it possible to understand more fully the experiences of students with disabilities in higher education institutions. Since there is no single theoretical framework that can account for the multivalent nature of disability identity, we utilize the concept of theoretical borderlands (Anzaldúa, 1987) – spaces where ideas come into conflict with one another – to bring crip theory (Kafer, 2013; McRuer, 2006) and critical queer theory (Muñoz, 1999; Wilchins, 2014) into conversation with each other to explore disability identity. We explore the medical, legal, diagnostic, environmental, social, and cultural dimensions of disability identity, concluding with a call to consider the intersectional nature of disability. We also consider the implications for higher education research and practice.

One recent direction for leadership research has been the use of purely qualitative data and qualitative analysis. One analytical method used in this phenomenological research has been the full grounded theory method. That method has generated social process theories about leadership in organizational settings. The present research operationalizes those theories into questionnaire format. This operationalized work gives support to a one-factor model for social processes of leadership (SPL) in organizations. It also identifies four lower-order social processes of leadership. Concurrent validity is concluded from a high correlation with Bass & Avolio’s and Podsakoff’s transformational leadership constructs. The correlations are so high that the SPL scale might be tapping the same underlying construct as transformational leadership. The augmentation effect of transformational leadership over (transactional) management is also supported. Support has been obtained for ongoing grounded theory-based research into the social processes of leadership and influence, and related phenomena, in organizations.

Children experience toxic stress if there is pronounced activation of their stress-response systems, in situations in which they do not have stable caregiving. Due to their exposure to multiple poverty-related risks, African American children may be more susceptible to exposure to toxic stress. Toxic stress affects young children’s brain and neurophysiologic functioning, which leads to a wide range of deleterious health, developmental, and mental health outcomes. Given the benefits of early care and education (ECE) for African American young children, ECE may represent a compensating experience for this group of children, and promote their positive development.