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Toerner, Michael C.; Swindle, C. Bruce; Burckel, Daryl V. – American Journal of Business Education, 2014
Professional accountants regularly search the FASB'S Accounting Standards Codification to find answers to financial accounting questions. Accounting educators know this and frequently use research cases in an attempt to help students begin developing this ability. But many students struggle with these cases because they have not been taught how to…
Descriptors: Accounting, Undergraduate Students, Standards, Codification
Knight, Ben – Teacher Education Advancement Network Journal, 2017
This paper documents the evolution of attempts to codify and standardise teachers' work in England with particular attention to how this phenomenon has impacted the Initial Teacher Education (ITE) sector. In recent decades the teaching profession in England has undergone various iterations of competency criteria, culminating with the current…
Descriptors: Foreign Countries, Standards, Teaching (Occupation), Preservice Teacher Education
Nijhof, Andre; Wilderom, Celeste; Oost, Marlies – Ethics and Education, 2012
Most professionals have the arduous task of managing their own dual loyalty: in one contextual relationship, they are members of a profession while simultaneously they are employed as members of a locally established organisation. This sense of a dual loyalty has to be taken into account when professional bureaucracies develop ethics programmes.…
Descriptors: Ethics, Universities, Compliance (Legal), Integrity
Trochim, William M. K. – New Directions for Evaluation, 2009
The author develops the basic idea of evaluation policy, describes a practical model for development and revision of evaluation policies (including a taxonomy, structure, and set of principles), and suggests critical challenges and opportunities for the future of evaluation policy. An evaluation policy is any rule or principle that a group or…
Descriptors: Educational Principles, Policy Formation, Standards, Evaluation Criteria
Chinyowa, Kennedy C. – Research in Drama Education, 2009
The prevailing tendency in applied drama and theatre research and practice in African contexts has been for both critics and practitioners to apply the Freirian educational paradigm of "codification" and "decodification" in the interpretation of their work. Guarav Desai asserts that most of the theoretical premises of applied…
Descriptors: Drama, Codification, Foreign Countries, Standards