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Full Description
Advances in Accounting Education: Teaching and Curriculum Innovations publishes both
non-empirical and empirical articles dealing with accounting pedagogy. All
articles explain how teaching methods or curricula/programs can be improved.
Non-empirical papers are academically rigorous, and specifically discuss the
institutional context of a course or program, as well as any relevant tradeoffs
or policy issues. Empirical reports exhibit sound research design and
execution, and develop a thorough motivation and literature review, including
references from outside the accounting field, where appropriate. Volume 21 includes papers that examine the
following topics: a commentary and analysis of the new CPA exam, a citation
analysis of Advances in Accounting
Education for volumes 1-15, and an application of methods for reducing writing
apprehension in students. The volume
also includes a special section that focuses on active learning. One article presents a series of active
learning assignments for use in introductory financial accounting classes while
the other manuscript presents the results of a survey of accounting faculty and
their incorporation of active learning techniques in their classes.
Contents
"A CITATION ANALYSIS AND REVIEW OF RESEARCH ISSUES AND METHODOLOGIES IN ADVANCES IN ACCOUNTING EDUCATION: TEACHING AND CURRICULUM INNOVATIONS" (1526); Elsie C. Ameen and Daryl M. Guffey "ARE WE WHAT WE TEST? A CRITICAL EXAMINATION OF THE CPA EXAMINATION" (1614); Timothy J. Fogarty and Suzanne Lowensohn
"REDUCING WRITTEN COMMUNICATION APPREHENSION FOR STUDENTS IN TAX CLASSES" (1627); Tracy Noga and Timothy J. Rupert
SPECIAL SECTION ON ACTIVE LEARNING
"THE STATE OF ACCOUNTING EDUCATION IN BUSINESS SCHOOLS: AN EXAMINATION AND ANALYSIS OF ACTIVE LEARNING TECHNIQUES" (1630); Alan I. Blankley, David Kerr, and Casper E. Wiggins
"ACTIVE LEARNING INNOVATIONS IN INTRODUCTORY FINANCIAL ACCOUNTING" (1532); Marsha Huber, Dave Law and Ashraf Khallaf
