Preview

Filipino Accounting Education

Powerful Essays
Open Document
Open Document
2222 Words
Grammar
Grammar
Plagiarism
Plagiarism
Writing
Writing
Score
Score
Filipino Accounting Education
Position and Issues Statements of the Accounting Education Change Commission
Issues Statement Number 5
Evaluating and Rewarding Effective Teaching
April, 1993
CHARACTERISTICS OF EFFECTIVE TEACHING
Curriculum Design and Course Development
Use of Well Conceived Course Materials
Presentation Skills
Well Chosen Pedagogical Methods and Assessment Devices
Guidance and Advising
THE ADMINISTRATIVE TASK
REWARDING EFFECTIVE TEACHING
STRATEGIES FOR EVALUATING AND IMPROVING TEACHING
Self-assessment
Observations by Colleagues
Student Evaluations
Alumni Input
Instructional Consultants
Teaching Portfolios
CONCLUSION
SELECTED BIBLIOGRAPHY
This Statement is issued by the Accounting Education Change Commission (AECC). The
AECC was appointed in 1989 by the American Accounting Association and supported by the
Sponsors ' Education Task Force, representing the largest public accounting firms in the United
States. Its objective is to be a catalyst for improving the academic preparation of accountants so that entrants to the accounting profession possess the skills, knowledge, and attitudes required for success in accounting career paths. The Commission encourages reproduction and distribution of its statements.
The Commission 's first Position Statement, on the objectives of education for accountants, emphasized the importance of teaching. The Statement cited the need for training in instructional methods, recognizing and rewarding contributions to teaching and curriculum design, and measurement and evaluation systems that encourage continuous improvement of instructional methods and materials.1 Without progress in these prerequisites to effective teaching, the objectives of that Statement cannot be realized. Moreover, progress is needed in mechanisms for sharing ideas and techniques and in the culture and organizational climate that establishes and maintains the scholarly status of teaching within the professoriate.
All interested parties (e.g.,



Bibliography: Angelo, Thomas A. and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers (2nd Edition) San Francisco, CA: Jossey-Bass Publishers, 1993 Boyer, Ernest L. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, N.J.: The Carnegie Foundation for the Advancement of Teaching, 1990. University of Michigan, 1988. Braskamp, Larry A. and John C. Ory. Assessing Faculty Work. San Francisco, CA: Jossey-Bass Publishers (in preparation), 1993. Development, 1987. Diamond, Robert M. Designing and Improving Courses and Curricula in Higher Education. San Francisco: Jossey-Bass Publishers, 1989. Harrisonburg, VA: Center for Research in Accounting Education, 1990. D.C.: American Association of Higher Education, 1993. McKeachie, Wilbert J. Teaching Tips: A Guide Book for the Beginning College Teacher. (8th Edition) Lexington, MA: Heath and Company, 1986. Research to Improve Postsecondary Education, The University of Michigan, 1986. Position Statement No. One: Objectives of Education for Accountants (September 1990). Issues Statement No. 2: AECC Urges Decoupling of Academic Studies and Professional Accounting Examination Preparation (July 1991). Position Statement No. Two: The First Course in Accounting (June 1992). Issues Statement No. 3: The Importance of Two-Year Colleges for Accounting Education (August 1992).

You May Also Find These Documents Helpful