A writing intervention for the accounting classroom: dealing with the problem of faulty modifiers

Stout, David E.; DaCrema, Joseph J.

doi:10.1016/j.jaccedu.2004.11.002

Cited by 20 publications

(10 citation statements)

References 12 publications

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“…Adicionalmente, los trabajos de algunos referentes de la escritura como Cassany (1999) y Carlino (2005) deben significar para la profesión contable un llamado a gestar en los estudiantes la valoración de las dinámicas propias de lectoescritura en contabilidad. Tal vez, atendiendo a este llamado, es que algunos docentes de contaduría se han puesto la tarea de presentar propuestas metodológicas para transformar el aula y los procesos que en ella ocurren (Cleveland y Larkins, 2004;Stout y DaCrema, 2004;García-Duque, 2006;Grajales, 2010;Krom y Williams, 2011). Este tipo de iniciativas que renuncian a la queja y enfrentan los problemas de an-alfabetización contable desde la raíz, desde la universidad, son las que conducen a un acercamiento hacia la idea de ser universitario en el ámbito contable.…”

Section: Conclusionesunclassified

“…) Debido a las bondades encontradas en la escritura como herramienta educativa, diferentes docentes de contaduría han ahondado en el establecimiento de estrategias que faciliten la comprensión de contenidos desde la escritura implementada transversalmente en el currículo contable. Algunos se han preocupado más por el mejoramiento de las habilidades de escritura en los estudiantes (Cleveland y Larkins, 2004;Stout y DaCrema, 2004;Reinstein y Houston, 2004) al enfocarse en asuntos formales del lenguaje escrito. Otros, en cambio, se han concentrado en el desarrollo de metodologías que incluyen la escritura como herramienta para mejorar el proceso de aprensión de los contenidos (García-Duque, 2006;Grajales, 2010;Krom y Williams, 2011).…”

Section: Introductionunclassified

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La escritura como una propuesta de evaluación en los programas de contaduría pública

Suárez¹

2015

Saber Cienc. Lib.

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Algunos docentes de Contaduría Pública han desarrollado propuestas pedagógicas que permiten la visualización de la escritura como eje transversal del aula contable. Bajo este ánimo, lo que se pretende en este trabajo es brindar un abanico de estrategias de escritura que faciliten un seguimiento a los estudiantes de Contaduría Pública sobre el desarrollo de habilidades prácticas acordes con las necesidades del contexto profesional actual. Para alcanzar este propósito, se construye una justificación sobre la pertinencia de la escritura dentro del currículo de contaduría, con base en las exigencias del entorno y en la investigación realizada con anterioridad que demuestra las bondades de la escritura para el currículo contable. Los análisis que se desprenden de esta labor se derivan de los antecedentes existentes acerca de la escritura desde las disciplinas. El correo, la carta, los papeles de trabajo del auditor, entre otros tipos de escrito, se convierten en el resultado de esta reflexión que suscita la construcción de un diálogo prolongado sobre la actividad de lectoescritura del Contador Público.

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Section: Conclusionesunclassified

Section: Introductionunclassified

La escritura como una propuesta de evaluación en los programas de contaduría pública

Suárez¹

2015

Saber Cienc. Lib.

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“…Academics and accounting industry professionals have identified the written communication skills of students as deficient, and changes have been made to educational practice to address those perceived deficiencies (Wygal and Stout, 1989;Ng et al, 1999;English et al, 1999;Crumbley and Smith, 2000;Ashbaugh et al, 2002;Stout and DaCrema, 2004;Cleaveland and Larkins, 2004;Reinstein and Houston, 2004;Potter and Johnston, 2006). Based on their survey of members of the American Institute of Certified Public Accountants (AICPA) and the Institute of Management Accountants (IMA), Christensen and Rees (2003) state that, "It appears [.…”

Section: What Constitutes Evidence?mentioning

confidence: 99%

Evidence of improvement in accounting students' communication skills

Evans

Cable²

2011

International Journal of Educational Management

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -With large numbers of overseas students enrolled in university accounting courses in Australia, there is a growing trend in the postgraduate accounting courses to approach the problem of language and communication difficulties by offering discipline-specific language training through an embedded curriculum approach in collaboration with English language specialists. This raises a general question about the nature of evidence required to demonstrate that students' professional language skills have been enhanced by these interdisciplinary programs. The paper aims to address the basic question: what evidence is available about the effectiveness of programs that align English language with disciplinary teaching? Design/methodology/approach -The purpose of the paper is to review existing research to discover the nature of evidence that is available to address the effectiveness of programs that align English language with disciplinary teaching. Findings -In the area of accounting research, it is very difficult to unbundle the effects of improvement in communication skills from improved understanding of discipline content. Research limitations/implications -At a subject level, language interventions could pay more attention to the attributes of "good" evidence, while at a program level a suite of data sources may support a persuasive argument for improvement in students' communication skills. Practical implications -If associations between integration and language improvement can be established through quantitative and qualitative research methods and reliable evidence for this can be presented to educational policy makers, then interdisciplinary approaches may be seen as valid alternatives to the more readily available (and cheaper) "bolt-on programs" at university-wide levels, where language support is given separately from discipline content. Originality/value -The research addressed the question of whether there is evidence of the effectiveness of initiatives that align English language with disciplinary teaching in accounting. The answer is "yes". It was gathered from a variety of research methods including experimentation, use of available data, diagnostic tests and sel...

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“…Core competencies Stout and DaCrema (2004) described and reported the results of testing a method to improve written communication in accounting, which introduces important grammatical concepts in a small-scale intervention. The issue addressed in the intervention was faulty modifiers, a common grammatical problem.…”

Section: Curriculum and Instructionmentioning

confidence: 99%