A CRITICAL ANALYSIS OF THE PEDAGOGICAL APPROACH EMPLOYED IN AN INTRODUCTORY COURSE TO IFRS

2015 ◽  
Author(s):  
Stephen A. Coetzee ◽  
Astrid Schmulian
Keyword(s):  
Critical Analysis ◽  
Pedagogical Approach ◽  
Introductory Course

A Critical Analysis of the Pedagogical Approach Employed in an Introductory Course to IFRS

2012 ◽  
Vol 27 (1) ◽  
pp. 83-100 ◽  
Author(s):  
Stephen A. Coetzee ◽  
Astrid Schmulian
Keyword(s):  
South Africa ◽  
Real World ◽  
Education Program ◽  
Critical Analysis ◽  
Case Analysis ◽  
Accounting Education ◽  
Pedagogical Approach ◽  
Introductory Course ◽  
Technical Proficiency

ABSTRACT This paper, through case analysis employing analytical autoethnography, investigates the pedagogical approach employed in an introductory course to IFRS. This course is part of a professional accounting education program in South Africa. The analysis reflected the teacher-centered orientation of the pedagogy employed, despite warnings in the literature that such an approach may be inappropriate in educating future accounting professionals. The adopted approach has, however, contributed to the success of alumni in the professional accountancy examinations. Further, these graduates' technical proficiency ensures they are almost immediately productive in the real world. Whether these graduates have been provided with an adequate foundation for long-term career success is, however, debatable.

scholarly journals Jainism, Yoga, and Ecology: A Course in Contemplative Practice for a World in Pain

Religions ◽  
2019 ◽  
Vol 10 (4) ◽  
pp. 232 ◽  
Author(s):  
Christopher Miller
Keyword(s):  
South Asian ◽  
Academic Community ◽  
Specific Form ◽  
High Impact ◽  
Contemplative Practice ◽  
Main Section ◽  
Pedagogical Approach ◽  
Short Introduction ◽  
Religious Traditions ◽  
Introductory Course

This article proposes an introductory course to Jainism vis-à-vis the categories of yoga and ecology. Following a short introduction, the main section of this paper introduces the contents of the syllabus for this upper division undergraduate theological studies course. Students will learn not only the history and philosophy of Jainism, but will also undertake basic Jain contemplative practices. Contemplative practice is used not merely as a technique of self-care, but rather, following some of Jainism’s foundational textual sources, first and foremost as a method for helping students to form a sense of ethical relationship and empathy with the world around them. Using such a pedagogical approach, which I situate as a specific form of “high-impact” learning, I suggest that at the completion of the course students will be better equipped to respond to our shared social and environmental crises. This article serves as both an introduction of this course to the academic community, as well as an invitation to scholars and professors of South Asian religious traditions to adopt the pedagogical approach proposed herein.

Teaching organizational power and politics through a critical pedagogical approach

2010 ◽  
Vol 16 (5) ◽  
pp. 715-726 ◽  
Author(s):  
Fernanda Duarte
Keyword(s):  
Critical Pedagogy ◽  
Critical Analysis ◽  
Management Practice ◽  
Pedagogical Approach ◽  
Theoretical Concepts ◽  
Organizational Power ◽  
The Third ◽  
Critical Approaches ◽  
Management Students ◽  
Pedagogical Approaches

AbstractRe-visiting the ideas of some key educational thinkers and critical management theorists, this paper re-affirms the need for a critical pedagogy of organizational power and politics to foster deeper levels of reflection and ethical attitudes among undergraduate management students. While prescriptive pedagogical approaches can impart knowledge that may be useful to future managers, they often encourage a shallow and instrumental view of power in which profits are placed above ethics, and expediency above morality. As argued here, a critical pedagogy will encourage a more productive analysis of power-related phenomena in organizations, and will nurture attitudes and behaviours that can humanize management practice. The first part of the paper examines the key theoretical concepts of the proposed approach, the second discusses a set of themes emerging from a critical analysis of organizational power and politics in a management subject, and the third discusses common challenges encountered by academics committed to critical approaches.

scholarly journals Teaching groundwater dynamics: connecting classroom to practical and field classes

2013 ◽  
Vol 10 (1) ◽  
pp. 1071-1096
Author(s):  
V. Hakoun ◽  
N. Mazzilli ◽  
S. Pistre ◽  
H. Jourde
Keyword(s):  
Learning Strategies ◽  
Field Experiments ◽  
Well Testing ◽  
Pedagogical Approach ◽  
Groundwater Dynamics ◽  
Introductory Course ◽  
Educational Literature ◽  
Key Points ◽  
Active Learning Strategies ◽  
Main Thread

Abstract. Preparing future hydrogeologists to provide inputs in societal discussions in a changing world is a challenging task that induces a need for efficient teaching frameworks. The educational literature suggests that hydrogeology courses should consistently integrate classroom instruction with practical and field classes. However, most teaching examples still separate these three class components. This paper presents an introductory course to groundwater dynamics taught at the Université des Sciences de Montpellier, France. The adopted pedagogical scheme and the proposed activities are described in details. The key points of the proposed course are: (i) an educational scheme that iteratively links groundwater dynamics topics to the three class components, (ii) a course that is structured around a main thread (well testing) called in each class component, (iii) a pedagogical approach that promotes active learning strategies, in particular using original practical classes and field experiments. The experience indicates that the proposed scheme improves the learning process, as compared to a classical, teacher-centered approach.

Teaching organizational power and politics through a critical pedagogical approach

2010 ◽  
Vol 16 (5) ◽  
pp. 715-726 ◽  
Author(s):  
Fernanda Duarte
Keyword(s):  
Critical Pedagogy ◽  
Critical Analysis ◽  
Management Practice ◽  
Pedagogical Approach ◽  
Theoretical Concepts ◽  
Organizational Power ◽  
The Third ◽  
Critical Approaches ◽  
Management Students ◽  
Pedagogical Approaches

AbstractRe-visiting the ideas of some key educational thinkers and critical management theorists, this paper re-affirms the need for a critical pedagogy of organizational power and politics to foster deeper levels of reflection and ethical attitudes among undergraduate management students. While prescriptive pedagogical approaches can impart knowledge that may be useful to future managers, they often encourage a shallow and instrumental view of power in which profits are placed above ethics, and expediency above morality. As argued here, a critical pedagogy will encourage a more productive analysis of power-related phenomena in organizations, and will nurture attitudes and behaviours that can humanize management practice. The first part of the paper examines the key theoretical concepts of the proposed approach, the second discusses a set of themes emerging from a critical analysis of organizational power and politics in a management subject, and the third discusses common challenges encountered by academics committed to critical approaches.

A Personalized System of Instruction for Teaching Java

2011 ◽  
pp. 95-108
Author(s):  
Henry H. Emurian ◽  
Ashley G. Durham
Keyword(s):  
Self Report ◽  
Science Students ◽  
Pedagogical Approach ◽  
Personalized System Of Instruction ◽  
Laboratory Exercise ◽  
Introductory Course ◽  
Common Prior ◽  
Language Knowledge ◽  
Personalized System ◽  
And Performance

This chapter addresses the challenge of how to structure a learning environment to teach object-oriented computer programming to students who may need an introductory course in that discipline but who may lack the experiences to use symbol manipulations with confidence. In contrast to computer science students, information systems students sometimes exhibit these latter attributes, but they would nonetheless benefit professionally from acquiring rudimentary programming language knowledge and skill. To accomplish that objective, the Personalized System of Instruction (PSI), originally developed by Keller (1968), is described here to foster equivalent competence among students in an initial Java‰ coding assignment in an introductory programming course. The intent of integrating a Java tutoring system into the PSI framework as the first laboratory exercise is to ensure that all students in the class have at least this background experience in common prior to the introduction of advanced features of interface implementation that are taught during the remainder of the semester. Self-report and performance data are presented to support the use of this pedagogical approach in the classroom.

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

379: A Critical Analysis of the Interpretation of Biochemical Recurrence in Surgically Treated Patients using the Revised ASTRO Criterion–"NADIR +2"

2007 ◽  
Vol 177 (4S) ◽  
pp. 126-126
Author(s):  
Matthew E. Nielsen ◽  
Danil V. Makarov ◽  
Elizabeth B. Humphreys ◽  
Leslie A. Mangold ◽  
Alan W. Partin ◽  
...  
Keyword(s):  
Biochemical Recurrence ◽  
Critical Analysis
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