Developing Learning Objectives for Accounting Ethics Using Bloom's Taxonomy

Kidwell, Linda Achey; Fisher, Dann G.; Braun, Róbert; Swanson, Diane L.

doi:10.1080/09639284.2012.698478

Cited by 39 publications

(50 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Where formal training in ethics is lacking, it may result in trivialised or distorted ethics coverage (Blanthorne, Kovar and Fisher, 2007;Swanson, 2005). Furthermore, the Ethics Education in the Australian Accounting Curriculum 5 integration-only approach without a body of ethics theory or knowledge derived from a dedicated course seldom moves the discussion of ethics beyond a surface treatment of the issue (Kidwell et al, 2013). Another limitation of the integration-only approach occurs when ethics integration is restricted to only one course.…”

Section: Extent and Nature Of Ethics Education Interventionsmentioning

confidence: 98%

Ethics Education in the Australian Accounting Curriculum: A Longitudinal Study Examining Barriers and Enablers

Dellaportas

Kanapathippillai

Khan

et al. 2014

Accounting Education

View full text Add to dashboard Cite

The increasing significance of ethics in the accounting profession is evidenced by the seminal events that witnessed the collapse of major corporations (e.g. Enron and WorldCom); regulatory interventions (e.g. Sarbanes-Oxley Act in the USA and the CLERP 9 Act in Australia); and calls for increased ethics interventions in the accounting curriculum. This project has two objectives: to investigate the nature of ethics education in the Australian accounting curriculum and how it has changed from 2000 to 2012; and to analyse the barriers to enhancing ethics education by soliciting the opinions of Heads of Departments/Schools of Australian universities. Compared with early empirical evidence, universities responded to the call for ethics education with increased levels of ethics intervention, but had failed to enhance the extent of ethics education coverage in the intervening period in which the data were collected. The lack of qualified staff and research opportunities represent major obstacles to the enhancement of ethics education.

show abstract

Section: Extent and Nature Of Ethics Education Interventionsmentioning

confidence: 98%

Ethics Education in the Australian Accounting Curriculum: A Longitudinal Study Examining Barriers and Enablers

Dellaportas

Kanapathippillai

Khan

et al. 2014

Accounting Education

View full text Add to dashboard Cite

show abstract

“…The fundamental idea behind Bloom's taxonomy is that one needs to build a solid foundation at the lower levels to be able to reach higher levels of learning. While revisions of Bloom's taxonomy have been published (Marzano & Kendall, 2007), the original taxonomy is still widely used in curriculum development (DeMers, 2009;Pappas et al, 2012;Kidwell et al, 2013).…”

Section: Methodsmentioning

confidence: 99%

A qualitative comparison of South Africa's geomatics professional body's academic model against industry's understanding of SDI knowledge and skills requirements

Coetzee

Rautenbach

Plessis³

2014

Journal of Geography in Higher Education

View full text Add to dashboard Cite

identified inadequate knowledge and skills of GISc practitioners as a challenge for the implementation and maintenance of SASDI. In response, spatial data infrastructure (SDI) knowledge and skills requirements for GISc professionals were specified by GISc industry representatives and the professional body's academic model was qualitatively compared against these requirements. Results are discussed and improvements recommended.

show abstract

“…The curricula that will serve to educate individuals with this qualitative texture have been prepared in a simple and understandable structure that aims to gain value and skill, taking individual differences into consideration rather than merely transmitting information. For this purpose, while repetitive gains and explanations with a spiral approach at different subject and class levels, on the other hand, the learning outcomes that are aimed to be gained in a holistic and at the same time are included (Kidwell et al, 2012). The acquisitions and explanations in both groups are competent, current, valid and relevant to the discipline (Kızılaslan, 2014).…”

Section: Introductionmentioning

confidence: 99%

Analysis of 10th Chemistry Curriculum According to Revised Bloom Taxonomy

Zorluoğlu

Kizilaslan

2019

Journal of Education and e-Learning Research

View full text Add to dashboard Cite

In this study, evaluative case study was used to determine the realization level of the outcomes in the 10 th chemistry curriculum. The 23 outcomes in the 10th grade chemistry curriculum were analyzed by two researchers. In order to determine the realization of the achievements based on practice, a chemistry teacher who attended the 10 th grade chemistry course was observed. During the observations, notes were kept about the teaching, activity and evaluation dimensions of the application in order to make valid analyzes and shared with the other researcher to determine the size of the application according to RBT. In order to ensure the reliability of the observations, the analyzes were checked by an expert in RBT and the reliability coefficient was calculated (.79). When the realization status of the 10th grade chemistry curriculum is evaluated, it is understood that it meets 48% in teaching dimension, 57% in activity dimension and 83% in evaluation dimension.

show abstract

Developing Learning Objectives for Accounting Ethics Using Bloom's Taxonomy

Cited by 39 publications

References 39 publications

Ethics Education in the Australian Accounting Curriculum: A Longitudinal Study Examining Barriers and Enablers

Ethics Education in the Australian Accounting Curriculum: A Longitudinal Study Examining Barriers and Enablers

A qualitative comparison of South Africa's geomatics professional body's academic model against industry's understanding of SDI knowledge and skills requirements

Analysis of 10th Chemistry Curriculum According to Revised Bloom Taxonomy

Contact Info

Product

Resources

About