By Bill N. Schwartz, Anthony Catanach

''Advances in Accounting Education'' is a refereed, educational study annual whose goal is to fulfill the desires of people attracted to how you can enhance their lecture room guideline. Articles should be both empirical or non-empirical and emphasize pedagogy, explaining how instructing tools or curricula/programmes might be more desirable.

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Extra info for Advances in Accounting Education Teaching and Curriculum Innovations

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Finally, whether or not our method improves teaching effectiveness across a diverse group of instructors is an empirical question that requires future research. While we have had a positive experience using the method, both through better formative feedback and improved end-of-term SETs, these results may not be generalizable to all instructors. REFERENCES Accounting Education Change Commission (April, 1993). Evaluating and rewarding effective teaching. Issues Statement No. 5. Torrance, CA. , & Cross, P.

G. , 1996, p. 54) students are most effective in evaluating the following: (1) Instructors' Presentation Skills - whether the instructor stimulates students' interest and active participation - whether the instructor responded to student questions - whether the instructor was enthusiastic about the course - perceived level of professionalism in the class (2) Pedagogical Methods - perceived value of group activities - perceived learning value of exams, tests, projects, etc. - perceived link between exams, tests, etc.

Assessing student motivation to participate in teaching evaluations: An application of expectancy theory. Issues in Accounting Education, 13(3), 531-549. , & Kugel, P. (1994). The class committee and other recipes for gourmet teaching. College Teaching, 42, 82. Davis, B. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass. , & Reider, B. (1998). A content analysis of teaching evaluation instruments used in accounting departments. Issues in Accounting Education, 75(1), 15-30. Libby, R. (1981).

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