The Accounting EducatorThe Newsletter of the Teaching and Curriculum Section
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Have You Seen... ?Guo, J. 2002. The restructuring of China's higher education: An experience for market economy and knowledge economy. Educational Philosophy & Theory 34 (2): 207-222. This article analyzes the changing social context and development policy on higher education in China and includes an outline of ideologies and principles of restructuring in the 1990s; discussion of problems and challenges in the restructuring process; and conclusions on the possible development of the higher-education restructuring. Simons, R. 2002. University students' perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education 27 (1): 27-53. The relationship between university students' perceptions of their academic environment, their approaches to study, and academic outcomes was investigated at both university and faculty levels. The results confirmed students' perceptions as influencing both hard (academic achievement) and soft (satisfaction, development of key skills) learning outcomes, both directly and mediated through their approaches to study. Students' perceptions of their current learning environment were a stronger predictor of learning outcomes at university than prior achievement at school. Worthington, A. C. 2002. The impact of student perceptions and characteristics on teaching evaluations: A case study in finance education. Assessment & Evaluation in Higher Education 27 (1): 49-65. This study examines the impact of student characteristics and perceptions of the teaching evaluation process on student ratings. The results indicate that expected grade, ethnic background, gender, and age are a significant influence on student ratings. A primary student-based influence on teaching evaluation performance would appear to be the perceived potential outcome of the evaluation in terms of tenure, promotion and salary decisions, and improvements in teaching and staff allocation. The impact of student perceptions and characteristics is also found to vary across the various dimensions of teaching performance with the potential bias being highest for evaluation questions relating to overall performance, and lowest for questions relating to formatting assessment and deep learning outcomes. Fardanesh, H. 2002. Learning theory approaches and teaching methods. British Journal of Educational Technology 33: (1): 95-99. This article describes learning theory approaches and teaching methods, characteristics of meaningful learning, conceptualization of meaningful learning, details on the phases of meaningful learning, and the role of educators in providing effective teaching methods. |