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Remotely proctored online examinations proliferate in academic and corporate learning environments (Grajek, 2020). Remote (virtual) proctoring allows organizations to efficiently offer tests globally while reducing the costs of proctored testing generally associated with traditional paper-and-pencil and computer-based testing center examinations. Despite increased testing efficiencies and potential cost savings, numerous testing industry organizations and executives remain leery of remote proctoring. Industry leader concerns involve perceived security issues related to having examinees taking tests on personal computing devices in dormitories or other personal spaces (Alessio et al., 2017, 2018; Dawson, 2016; Grajek, 2020).This research study sought to gather the perceptions of test administrators (TAs) having experience using remotely proctored testing (RPT) solutions related to examinee identity and security issues due to cheating. The researcher developed an explanatory sequential mixed-method study to understand better the security issues related to RPT and to address the following research questions:• RQ1 – How do test administrators who have implemented remotely proctored exam solutions perceive the security of those systems related to examinee identity verification?• RQ2 – How do test administrators who have implemented remotely proctored exam solutions perceive the security of those systems related to cheating?This study was completed in two phases. Phase one consisted of a quantitative descriptive survey, with phase two containing a phenomenological qualitative study using one-to-one interviews.The findings of this study show that while most TAs agree RPT systems limit proxy testing and cheating attempts, many question if RPT is as secure as traditional testing modalities. The study found that a high level of trust (between TAs and vendors) is paramount in ensuring secure RPT solutions. In addition, the study found that the level of knowledge and competency

According to the Nation’s Report Card (2011), America’s students are not proficient in writing. Because self-efficacy is a primary predictor of the actual outcomes, educational research (Zimmerman & Bandura, 1994) has focused on means of developing beliefs of self-efficacy to increase outcomes (Bandura, 1997). The purpose of this sequential mixed methods single case study was to explore grade 12 students’ perceptions of self-efficacy in terms of academic writing. This study also evaluated the effectiveness of the writing curriculum in increasing students’ self-efficacy with respect to writing and exploring students’ and teachers’ perceptions of the writing process and the Senior Project Research Paper curriculum and highlight necessary changes. The primary research questions were: 1. What is the relationship of students’ self-efficacy with respect to academic writing competence and writing outcomes? 2. Are there gender differences in pre-test and post-test perceptions of self-efficacy in academic writing and writing outcomes? 3. What are students’ perceptions of the implementation process of the writing program? 4. What are students’ and teachers’ assessments and recommendations of the writing program? The framework for this research was based upon Stufflebeam’s (2007) program evaluation model with emphasis on the implementation of the curriculum and outcomes. The instrument, administered to students ( N=78), revealed a significant correlation between academic writing self-efficacy and outcomes. The results for pre-test Writing Process ( r=.29, r2=.08, p=.010), Creativity (r=.30, r2=.09, p=.008), and Time-Management (r=.29, r 2=.08, p=.012) dimensions and the post-test Writing Process (r=.33, r2=.11, p=.003), Creativity (r=.31, r 2=10, p=.006) and Time-Management (r=.41, r2=.17, p<.001) dimensions were positively related to Actual Grade attainment. Student (N=14) focus group findings indicated that students’ self-efficacy is increased through constructive teacher fe

This unique, beautiful, and historical collection of menus was graciously donated on behalf of Mr. Hayden Mathews of Vero Beach, Florida and Stamford, Connecticut. Mr. Mathews began collecting menus when he was a young boy in the 1930s. There are over 300 menus, spanning the 1920s through the 1940s, from hotels and inns, cruises and shipping lines, trains, planes, clubs, and commemorative events. Some of the menus were collected during Mr. Mathews’ travels with his family, but as his relatives and parents' friends learned of his endeavor they enthusiastically contributed to the collection. Evidence of this can be found in a humorous letter from a great uncle who helped add to the collection. Every effort was made to determine the date and geographical location of the menu. If the date of publication is unknown, the date of upload to the ScholarsArchive@JWU is noted. Please direct inquiries to the administrator of the ScholarsArchive@JWU., https://scholarsarchive.jwu.edu/mathews_gallery_airlines/1003/thumbnail.jpg

This unique, beautiful, and historical collection of menus was graciously donated on behalf of Mr. Hayden Mathews of Vero Beach, Florida and Stamford, Connecticut. Mr. Mathews began collecting menus when he was a young boy in the 1930s. There are over 300 items, spanning the 1920s through the 1940s, from hotels and inns, cruises and shipping lines, trains, planes, clubs, and commemorative events. Some of the menus were collected during Mr. Mathews’ travels with his family, but as his relatives and parents' friends learned of his endeavor they enthusiastically contributed to the collection. Evidence of this can be found in a humorous letter from a great uncle who helped add to the collection. Every effort was made to determine the date and geographical location of the menu. If the date of publication is unknown, the date of upload to the ScholarsArchive@JWU is noted. Please direct inquiries to the administrator of the ScholarsArchive@JWU., https://scholarsarchive.jwu.edu/mathews_gallery_hotels/1000/thumbnail.jpg