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dc.contributor.advisorQuebec-Fuentes, Sarah
dc.contributor.authorCobb, Janice Lynnen_US
dc.date.accessioned2017-12-20T22:05:08Z
dc.date.available2017-12-20T22:05:08Z
dc.date.created2016en_US
dc.date.issued2016en_US
dc.identifieraleph-004644409en_US
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/20628
dc.description.abstractAccounting 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 Mezirows (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.
dc.format.extent1 online resource (xiv, 456 pages) :en_US
dc.format.mediumFormat: Onlineen_US
dc.language.isoengen_US
dc.relation.ispartofTexas Christian University dissertationen_US
dc.relation.ispartofUMI thesis.en_US
dc.relation.ispartofTexas Christian University dissertation.en_US
dc.subject.lcshAccounting Study and teaching.en_US
dc.subject.lcshAction research in education.en_US
dc.subject.lcshCritical thinking.en_US
dc.subject.lcshProblem-based learning.en_US
dc.subject.lcshExperiential learning.en_US
dc.titleCritical and reflective thinking in an intermediate financial accounting course: an action research studyen_US
dc.typeTexten_US
etd.degree.departmentCollege of Education
etd.degree.levelDoctoral
local.collegeCollege of Education
local.departmentEducation
local.academicunitCollege of Education
dc.type.genreDissertation
local.subjectareaEducation
etd.degree.nameDoctor of Education
etd.degree.grantorTexas Christian University


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