Shining Additional Light on Effective Teaching Best Practices in Accounting: Self-Reflective Insights from Cook Prize Winners

2017 ◽  
Vol 32 (3) ◽  
pp. 17-31 ◽  
Author(s):  
Donald E. Wygal ◽  
David E. Stout ◽  
Billie M. Cunningham
Keyword(s):  
Best Practices ◽  
Teaching Practices ◽  
Teaching Effectiveness ◽  
Faculty Members ◽  
The Self ◽  
Additional Mechanism ◽  
Teaching Excellence ◽  
Teaching Career ◽  
Accounting Faculty ◽  
Professional Teaching

ABSTRACT The AAA/J. Michael and Mary Anne Cook/Deloitte Foundation Prize is an award designed to recognize up to three currently active faculty members annually for teaching excellence in accounting. This paper has a three-fold objective: (1) provide an additional mechanism for promoting the Cook Prize as a formal means of rewarding and—in the words of the Pathways Commission (2012)—“shining a light” on teaching excellence in accounting; (2) share with other accounting faculty the self-reflective insights on effective and ineffective teaching practices from the first six recipients of the Cook Prize; and (3) compare Cook Prize recipient responses to those of other accounting educator exemplars reported previously in the literature. With regard to categorical identification of effective and ineffective teaching practices, we find general agreement between Cook Prize recipients and accounting educator exemplars, as reported by Stout and Wygal (2010) and Wygal and Stout (2015). Further analysis identifies purposeful planning perspectives common to Cook Prize respondents that inform their teaching strategies. Collectively, these insights from accounting exemplars should be of interest to accounting faculty members who wish to improve their teaching effectiveness, to individuals considering a teaching career in accounting, and to those seeking to inform their professional/teaching development.

Preparing Future Accounting Faculty Members to Teach

2014 ◽  
Vol 31 (2) ◽  
pp. 155-170 ◽  
Author(s):  
Kimberly A. Dunn ◽  
Karen L. Hooks ◽  
Mark J. Kohlbeck
Keyword(s):  
Best Practices ◽  
Doctoral Programs ◽  
Faculty Members ◽  
Data Availability ◽  
Type Model ◽  
Teaching Pedagogy ◽  
Accounting Faculty ◽  
Recent Graduates ◽  
Teaching Responsibilities ◽  
Pedagogical Knowledge And Skills

ABSTRACT We investigate how accounting Ph.D. programs prepare future accounting professors to fulfill their teaching responsibilities. We collect data from 75 recent graduates about their perceptions of the pedagogy training provided by their Ph.D. programs and find that pedagogical knowledge and skills are primarily self-taught with most obtained from the process of teaching a course. The pedagogy training provided by accounting doctoral programs is perceived to cover important areas; however, on a relative basis, the amount of training is significantly less than its perceived importance. Novice teachers place highest value on training of skills that affect day-to-day teaching responsibilities. Analyses also suggest that best practices for teaching pedagogy include a separate course in university pedagogy combined with an apprenticeship-type model. Data Availability: The survey data and instrument used in this study are available upon request from the authors.

Cultivating Effective Teacher–Paraprofessional Collaboration in the Self-Contained Classroom

2021 ◽  
pp. 107429562110218
Author(s):  
Tia N. Barnes ◽  
Christina Cipriano ◽  
Yu Xia
Keyword(s):  
Best Practices ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
The Self ◽  
Daily Functioning ◽  
Classroom Setting ◽  
Effective Teacher ◽  
Training Opportunities

Teacher–paraprofessional collaboration plays an important part in the daily functioning of self-contained classrooms serving students with emotional and behavioral disorders. Unfortunately, few training opportunities are provided to teachers on how to supervise and collaborate with paraprofessionals in the classroom setting. In this article, we present best practices for developing effective teacher–paraprofessional collaboration.

Health Education Faculty's Perceptions and Practices Regarding Advocacy

2020 ◽  
Vol 30 (4) ◽  
Author(s):  
F. Jeannine Everhart ◽  
Emily Van Wasshenova ◽  
Rachel Mahas ◽  
Diane Kerr ◽  
Debra Boardley ◽  
...  
Keyword(s):  
Professional Development ◽  
Public Policy ◽  
Health Education ◽  
Teaching Practices ◽  
Response Rate ◽  
Institutional Support ◽  
Faculty Members ◽  
Personal Involvement ◽  
Survey Response Rate ◽  
Health Education Faculty

The purpose of this national population study is to assess health education faculty’s perceptions of advocacy related activities and determine their current teaching practices. The study surveyed 1150 health education faculty members regarding their personal involvement in health advocacy, their current teaching practices regarding advocacy and public policy, and their confidence in teaching advocacy and public policy topics. The survey response rate was 50 %. Based on the findings of this study, professional development for faculty members and institutional support for increased training and personal involvement in the areas of advocacy and public policy are highly recommended.      

scholarly journals A study on the awareness and practice of medical education technologies among medical college teachers

2019 ◽  
Vol 8 (1) ◽  
pp. 330
Author(s):  
C. R. Saju ◽  
Jose Vincent ◽  
Vidhu M. Joshy
Keyword(s):  
Medical Education ◽  
Teaching Effectiveness ◽  
Developing Nations ◽  
Faculty Members ◽  
Assessment Process ◽  
Medical Council ◽  
Medical College ◽  
Basic Course ◽  
Study Participants ◽  
Structured Questionnaire

Background: Globally there is a move to reorient the medical education to suit the needs of the developing nations. Medical Council of India has made it is mandatory that all faculty need to attend Basic course in Medical Education Technologies (MET) to improve teaching effectiveness. In spite of their efforts in this regard many of the faculty is still unaware of this initiative and those who have already attended the course are not effectively practicing it. This study aimed at assessing level of awareness and practice of medical education technologies among the teaching faculty.Methods: Data was collected from the faculty by personal interviews using a validated semi-structured questionnaire and analysed using SPSS.Results: 219 faculty members participated in the study working in 26 departments. Mean age of faculty was 40.98 (SD: 12.36). 57.1% of them were males and 42.9% were females. The level of awareness among study participants about learning process related medical education technologies ranged from 57% (for psychomotor domain) to 74% (for setting up of educational objectives). The awareness and practice of ‘teaching process’ and assessment process related medical education technologies remained low. No statistically significant association was obtained between awareness and practice of SLO, Microteaching, and MiniCEX.Conclusions: Majority of teachers remain untrained in the medical education technologies at the time of the study. Of the non-clinical compared to the clinical stream of teachers, greater proportion of teachers in non-clinical section have been trained. The awareness and practice of ‘medical education technologies’ remain low among the study participants.

scholarly journals Accounting Faculty mental health: coping strategies against stress,

2021 ◽  
Author(s):  
Eduardo Mendes Nascimento ◽  
Marcia Carvalho Garcia ◽  
Edgard Cornacchione
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Linear Regression ◽  
Coping Strategies ◽  
Well Being ◽  
Active Coping ◽  
Teaching Profession ◽  
Faculty Members ◽  
Accounting Faculty ◽  
Brief Cope

ABSTRACT This study sought to investigate which coping strategies are most frequently used by accounting faculty and how they can modulate the perceived stress. The higher education academic environment is filled with events that are stressful in nature; however, little effort, especially in the area of accounting, has been employed in seeking to understand and propose guidelines that can improve well-being and pleasure in the teaching profession. A coping strategy is a behavior that protects the individual from psychological damage related to problematic social experiences; it is through these behaviors that individuals manage their day-to-day experiences, thus helping to maintain their mental health. The discussion about the use of strategies for coping with stress lacks an approach in higher education institutions (HEIs), as it indicates that various strategies are being employed ineffectively and signals that three of the statistically significant strategies belong to the dimension of those focused on dysfunctional emotions. And, more seriously, of those three strategies, two (self-reproach and denial) have further contributed to increasing the perception of stress. The Teacher Stress Inventory (TSI), composed of 26 questions with a five-point Likert scale, and the Brief COPE (Coping Orientation to Problems Experienced Inventory), with 28 items and a four-point scale, were employed together with sociodemographic questions. An electronic questionnaire was sent to two thousand accounting faculty in Brazil. Altogether, 563 faculty members answered the questions. The analysis was conducted through association and multiple linear regression tests. It was verified that the average stress reported by the faculty members was 63% of the maximum TSI score, and the most prevalent strategies measured by the Brief COPE were planning, active coping, positive reinterpretation, use of instrumental support, self-reproach, and religion. Through linear regression estimation, it was concluded that two coping strategies (active coping and behavioral divestment) negatively moderated the faculty members’ stress, but two others (self-reproach and denial) raised their perception of stress. Moreover, it was discovered that the faculty members who were most vulnerable to stress use less adaptive coping strategies more intensely.

Introduction of e-reserves at the De La Salle University – Manila libraries

2015 ◽  
Vol 36 (4/5) ◽  
pp. 270-280
Author(s):  
Joseph Marmol Yap
Keyword(s):  
Best Practices ◽  
Academic Library ◽  
Faculty Members ◽  
Content Type ◽  
Legal Implications ◽  
Teaching Faculty ◽  
Assessment Survey ◽  
Needs Assessment Survey ◽  
Reserve System ◽  
La Salle University

Purpose – In introducing e-reserves as an added service of the De La Salle University (DLSU) libraries, the purpose of this paper is to identify the best practices of handling e-reserves and its legal implications as one of the factors that might affect the introduction, development and implementation of such service. Design/methodology/approach – Four universities were considered based from the 2013 Quacquarelli Symonds (QS) university rankings in Asia. Only one academic library was maintaining an e-reserve system. It was consulted to know more about their e-reserve practices. Findings – The paper recommends to prepare the relevant e-reserve guidelines before it fully operates. Moreover, the Libraries should also collaborate with the office handling learning management systems so as to decide on how to manage the e-reserves. A needs assessment survey for faculty members is also being prepared so as to solicit responses from the teaching faculty if e-reserves is possible for DLSU to be established. Originality/value – The paper attempts to document the existing e-reserve system in Philippine academic libraries.

Research Commentary: From Effective Curricula Toward Effective Curriculum Use

2016 ◽  
Vol 47 (5) ◽  
pp. 440-453 ◽  
Author(s):  
Megan Westwood Taylor
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
Teaching Practices ◽  
Teaching Effectiveness ◽  
Curriculum Materials ◽  
Effective Practices ◽  
Design Learning ◽  
Core Belief ◽  
Definition Of ◽  
Improving Student Achievement

When it comes to improving student achievement in mathematics, a core belief is that curriculum materials are of the utmost importance. However, the link between a curriculum program and student learning is affected by the ways in which teachers use resources to design learning experiences. In the first half of this commentary, I raise questions about the emphasis in research on finding the most effective curriculum programs or the most effective teaching practices as separate from one another, and I claim that research should prioritize understanding the most effective ways in which a teacher can use available materials, including expanding the definition of “effective.” In the second half of this commentary, I suggest how researchers can build on existing work to define, describe, and support teachers in learning more effective practices for using curriculum in ways that bring together research on curriculum effectiveness and teaching effectiveness.

Research Initiatives in Accounting Education: Developing and Utilizing Faculty

2020 ◽  
Vol 35 (4) ◽  
pp. 75-86 ◽  
Author(s):  
Douglas M. Boyle ◽  
Dana R. Hermanson
Keyword(s):  
Academic Freedom ◽  
Doctoral Programs ◽  
Faculty Members ◽  
Accounting Education ◽  
Accounting Faculty ◽  
Departmental Culture ◽  
Development And Utilization ◽  
Research Questions ◽  
Administrative Oversight ◽  
Research Initiatives

ABSTRACT This essay addresses key needs for research in five areas related to developing and utilizing accounting faculty: faculty development (the backgrounds of who enters academia, how these individuals are trained in doctoral programs, and what advice is given to them), faculty management (the ongoing performance measurement and reward systems that are applied to individual faculty members), faculty portfolio (who provides administrative oversight, how workloads may vary across individuals, and how faculty are utilized), departmental culture (broader issues of culture), and academic freedom (the climate of academic freedom). Within each area, we pose research questions designed to provide faculty members and administrators with insights to enhance the development and utilization of accounting faculty.

An Exploratory Study of Classroom and Online Teaching Practice in Relation to Inquisitiveness, Attitude, and Teaching Effectiveness

2018 ◽  
pp. 187-210
Author(s):  
Neetu Singh
Keyword(s):  
Exploratory Study ◽  
Teaching Practices ◽  
Online Teaching ◽  
Positive Attitude ◽  
Teaching Effectiveness ◽  
Swot Analysis ◽  
Teaching Practice ◽  
Classroom Teaching ◽  
Educational Institute ◽  
Indian Perspective

The present study is aimed at achieving main objectives i.e. to study the effect of Inquisitiveness and Attitude on Teaching Effectiveness among pupils' teachers practicing classroom-teaching practices; to study the effect of Inquisitiveness and Attitude on Teaching Effectiveness among pupils teachers practicing online-teaching practices, to explore the effectiveness of online teaching practice, to find out the future horizons of online teaching practice in Indian perspective. The sample of the present study is pupil teacher studying in Dayalbagh Educational Institute Deemed University Agra. 150 pupil teachers practicing classroom teaching and 150 pupil teachers practicing online teaching have been selected. T-Test, Linear Regression and SWOT Analysis have been used as statistical techniques. Pupil teachers possess more positive attitude and inquisitiveness towards online teaching practice in comparison to classroom teaching practice. Inquisitiveness and attitude significantly predicts the teaching effectiveness in online teaching practice and classroom teaching.

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