In her 2011 article "Towards a 'scholarship of teaching and learning': The individual and the communal journey," Ursula Lucas calls for more critical reflection on individual teaching experiences and encourages sharing such experiences with the wider academy. In this spirit Gary Entwistle reflects upon his experiences teaching financial…

In this commentary Matias Laine reviews the vivid paper written by Rob Gray (2013) who discusses his view of how sustainability is positioned within accounting education and how accounting educators can directly approach sustainability in their teaching. Laine notes many of the aspects that Gray considers important reflect the starting point of…

In this commentary, Correa Ruiz notes that from his analysis, Owen (2013) identified the essential elements to be included in a modern professional accounting curriculum, described how Association of Chartered Certified Accountants (ACCA) has embedded "Integrated Reporting" in its curriculum, and discussed future curriculum development,…

In this commentary on "Corporate Responsibility to Respect Human Rights and Business Schools' Responsibility to Teach It" (McPhail 2013), the author discusses how McPhail's paper examines human rights teaching principles, the question of why corporations and business schools should respect and teach human rights, and how business…

Encouragingly, Professors Andrew and Everett broadly agree with McPhail (2013) that the emerging business and human rights discourse could add to our critical understanding of sustainability and, as such, should have a place within business schools' curricula. Professor Everett, however, cautions that the potential of the business and human rights…

In this commentary, Kamp-Roelands states that it was very encouraging to observe that the Association of Chartered Certified Accountants (ACCA) recognises that responding to "Integrated Reporting" initiatives requires an "integrated approach" to accounting education. That change in financial reporting standards put pressure on…

The use of props in the early lessons of bookkeeping classes will help develop the analysis skills students need to know the "why" as well as the "how" of fundamental accounting principles. (Author/JOW)

Of the traditional approaches to teaching accounting--single entry, journal, "T" account, balance sheet, and accounting equation--the author recommends the accounting equation approach. It is the foundation of the double entry system, new material is easy to introduce, and it provides students with a rationale for understanding basic concepts.…

Recognition of the differences in student learning styles may eliminate the gap between teaching methods and learning preferences. Adherence to Anthony Gregorc's learning style model would not reject all traditional teaching methods. Integration requires that teachers reevaluate their teaching methods. (JOW)

Offering two levels of accounting results in a broader base of student enrollment. Reiterating theory, giving practical examples, and stressing "why" as well as "how" enable the instructor to foster the environment the students need. The teacher must also instill self-confidence in the students. (JOW)

The overriding objective when teaching accounting should be to help prepare students for a successful career as an accounting professional. To this end, employers and practitioners should be asked what skills they would like to see in their new employees. (JOW)

Using the school budget as a teaching tool in high school accounting is one way to educate students about the problems of educational finance. (JOW)

Focusing on the need for more effective teaching methods in college elementary accounting classes, this article portrays three different approaches to teaching and gives suggestions for improving each method. (LRA)

Deals with the real and imagined fears of teaching accounting as a student or beginning teacher. Discusses qualifications, preparation, teaching methods, and student motivation. (JOW)

With practice, creativity, and the incentive to want to cause learning, the accounting teacher can develop lesson plans that will challenge students, give practical experiences, and make students want to learn. (JOW)