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Critical and Reflective Thinking in an Intermediate Financial Accounting Course : = An Action Research Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Critical and Reflective Thinking in an Intermediate Financial Accounting Course :/
Reminder of title:	An Action Research Study.
Author:	Cobb, Janice Lynn.
Description:	1 online resource (470 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
Subject:	Accounting. -
Online resource:	click for full text (PQDT)
ISBN:	9780355541199

Critical and Reflective Thinking in an Intermediate Financial Accounting Course : = An Action Research Study.
Cobb, Janice Lynn.

Critical and Reflective Thinking in an Intermediate Financial Accounting Course :An Action Research Study. - 1 online resource (470 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

Accounting professionals have consistently called for educators to develop curriculum designed to encourage students to develop intellectual skills. The purpose of this action research study was to develop and implement an instructional method that requires intermediate financial accounting (IFA) students to consistently practice higher order thinking. Students completed a semester-long authentic comprehensive project (CP) that required them to consistently practice critical and reflective thinking (Facione, 1990; Mezirow, 1991). Findings led to the resolution of implementation issues associated with using a CP. Most implementation issues originated from students' inability to apply learning obtained from working structured problems to unstructured accounting work. Short reflection papers (RPs) replaced periodic objective tests to encourage deep and meaningful learning. Students' responses to question prompts gave evidence of one of Mezirow's (1991) four stages of professional reflection. The depth of reflection trended with students' understanding of when and how accountants use judgment. Students who consistently practiced higher order thinking also learned to adequately perform routine accounting procedures. This study resulted in an instructional method that requires accounting students to practice using the intellectual skills necessary for success in the accounting profession without sacrificing procedural knowledge. The findings will benefit other instructors working to develop learning materials that require students to practice higher order thinking as they complete authentic professional work.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355541199Subjects--Topical Terms:

561166
Accounting.
Index Terms--Genre/Form:

554714
Electronic books.

Critical and Reflective Thinking in an Intermediate Financial Accounting Course : = An Action Research Study.
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500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: Sarah Quebec-Fuentes.
502 $a Thesis (Ed.D.) $c Texas Christian University $d 2017.
504 $a Includes bibliographical references
520 $a Accounting professionals have consistently called for educators to develop curriculum designed to encourage students to develop intellectual skills. The purpose of this action research study was to develop and implement an instructional method that requires intermediate financial accounting (IFA) students to consistently practice higher order thinking. Students completed a semester-long authentic comprehensive project (CP) that required them to consistently practice critical and reflective thinking (Facione, 1990; Mezirow, 1991). Findings led to the resolution of implementation issues associated with using a CP. Most implementation issues originated from students' inability to apply learning obtained from working structured problems to unstructured accounting work. Short reflection papers (RPs) replaced periodic objective tests to encourage deep and meaningful learning. Students' responses to question prompts gave evidence of one of Mezirow's (1991) four stages of professional reflection. The depth of reflection trended with students' understanding of when and how accountants use judgment. Students who consistently practiced higher order thinking also learned to adequately perform routine accounting procedures. This study resulted in an instructional method that requires accounting students to practice using the intellectual skills necessary for success in the accounting profession without sacrificing procedural knowledge. The findings will benefit other instructors working to develop learning materials that require students to practice higher order thinking as they complete authentic professional work.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Accounting. $3 561166
650 4 $a Higher education. $3 1148448
650 4 $a Curriculum development. $3 1148494
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710 2 $a Texas Christian University. $b Education. $3 1181118
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