Download Advances in Accounting Education Teaching and Curriculum by Bill N. Schwartz, Anthony Catanach PDF

By Bill N. Schwartz, Anthony Catanach

''Advances in Accounting Education'' is a refereed, educational examine annual whose function is to satisfy the desires of people attracted to how you can enhance their lecture room guideline. Articles will be both empirical or non-empirical and emphasize pedagogy, explaining how educating equipment or curricula/programmes might be stronger.

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152). To determine the principle themes, instructors may find it useful to compile students' feedback under the category headings of start, stop, and continue. When several students make substantively identical recommendations, the instructor can keep a running tally with respect to that recommendation. This feedback may be subject to availability bias (Libby, 1981, p. 64), where individuals more readily retrieve vivid and sensational items from memory than other items. Make Student Feedback Meaningful: "Customizing" Course Critiques Step 3: Creating the Customized Course Critique Based on the principle themes in the prior step, instructors select 15-20 items that form a representative list of student recommendations.

G. g. g. "stop giving such hard test questions," or "no more case studies"). By placing these items on the customized course critique, instructors gain a representative measure of all students' 33 34 JOHN M. THORNTON AND MARTIN J. HORNYAK positions and can use the feedback as a venue for an open discussion of important issues. g. the course's objectives or the instructor's grading philosophy) may even be appropriate, if the instructor's intent is to establish a platform for dialogue. e. course name, year) and instructions to students to rank the importance of each of the student-based items using a Likert-type scale.

The new feedback is timely, context-specific, and representative of all students in the course. Moreover, the method is useful for exposing differences in students' perceptions, allowing faculty and students to clarify and discuss previously contradictory feedback. The new information may be less subject to the availability bias (Libby, 1981, p. 64), effectively reducing an overemphasis of sensational and frivolous student feedback. There are several limitations to this paper. First, instructors must exercise good judgment when implementing our method.

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