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This document is intended to give business teachers a few best practice ideas. Section 1 presents an overview of best practice and a chart detailing the instructional levels, curricular areas, and main competencies addressed in the 26 papers in Section 2. The titles and authors of the papers included in Section 2 are as follows: "A Software Tool to Generate Realistic Business Data for Teaching" (Catherine S. Chen); "Alternatives to Traditional Assessment of Student Learning" (Nancy Csapo); "Applying the Principles of Developmental Learning to Accounting Instruction" (Burt Kaliski); "Collaborative Teamwork in the Classroom" (Shelia Tucker); "Communicating Statistics Measures of Central Tendency" (Carol Blaszczynski); "Creating a Global Business Plan for Exporting" (Les Dlabay);"Creating a Supportive Learning Environment" (Rose Chinn); "Developing Job Survival Skills" (R. Neil Dortch); "Engaging Students in Personal Finance and Career Awareness Instruction: 'Welcome to the Real World!'" (Thomas Haynes); "Enticing Students to Prepare for and to Stay 'Engaged' during Class Presentations/Discussions" (Zane K. Quible); "Group Project on Creating E-Commerce Site" (Diane C. Davis, Martin Hebel); "Identifying Global Business Opportunities" (Les Dlabay); "Looking beyond the First Job or Career" (Jean Mausehund); "Making a Group Work Project a Successful Experience" (Marilyn R. Chalupa); "Making Keyboarding Fun" (J. Rebecca Holcomb); "Making Students Responsible for Learning" (Dianna Briggs); "Multiple Intelligences: Classroom Strategies" (Thelma King); "Proactive Strategies for the 21st Century: Incorporating Technology in the Classroom" (Shelia Tucker); "Project Based Learning" (Johnny Sue Bauer); "Student Passages: Moving from Ineffective Groups to High Performance Teams" (Annette C. Easton, Marie E. Flatley); "Students Demonstrate English and Keyboarding Skills" (Gail Garton); "Students Demonstrate Computer Skills" (Heidi Perreault); "Teaching Problem Solving in Computer Applications Courses" (Charles M. Ray); "Teams: A Colorful Match" (Melinda McCannon, Tena B. Crews); "Using Assignment Sheets to Keep Students Busy" (Kathy Burchfield); and "Using Intranets for Teamwork" (Marie E. Flatley, Annette C. Easton). (MN)

This volume is part of a series of 18 monographs on service learning and the academic disciplines. It is designed to (1) develop a theoretical framework for service learning in accounting consistent with the goals identified by accounting educators and the recent efforts toward curriculum reform, and (2) describe specific active learning strategies that are useful and powerful teaching tools. Part 1, "Theoretical Essays on Service-Learning in Accounting," includes: "Service-Learning: An Active-Learning Approach for Accounting Education" (D.V. Rama); "Service-Learning: The Accountants for the Public Interest Perspective" (Wayne G. Bremser); "'What I Do, I Understand': Service-Learning in Accounting Curricula" (William L. Weis); and "Service-Learning in Accounting: A Department Chair's Perspective" (Alfonso R. Oddo). Part 2, "Implementation Approaches," includes: "Service-Learning: A 'Free Enterprise' Model for Accounting Faculty" (Curtis L. DeBerg); "Expanding the Boundaries of Accounting Education through Service-Learning" (Lynn M. Pringle); "Service-Learning in Accounting: A Role for VITA Tax Programs" (Janice Carr); "Tax Assistance Program Provides Service-Learning at Notre Dame and St. Mary's College" (Ken Milani); "Volunteer Income Tax Assistance and the Use of Technology" (Nathan Oestreich, Carol Venable, and Martha Doran); "Service-Learning Project in the Accounting Information Systems Course: Implementation without the Benefit of Hindsight" (Alfred R. Michenzi); "Reaching Our Goals Together in Service-Learning: A Multi-Semester Accounting Information Systems Course Implementation" (Margarita Maria Lenk); "Service-Learning in a Capstone Course" (James W. Woolley); "Teaching Professional Accounting Ethics with Service-Learning" (Susan P. Ravenscroft); "Student Consulting Organizations: An Alternative Approach to Service-Learning" (Timothy S. Mech); and "Service-Learning Projects in Accounting: Implementation Strategies" (D.V. Rama). An Afterword by Paul Locatelli is titled: "Service-Learning in Accounting Education." A 37-item annotated bibliography is included. (All papers include references.) (SM)

This book, published annually, contains a collection of 12 refereed, academic research papers devoted to accounting education. Papers are: (1) "The Dual Role of Critical Thinking in Accounting Education" (Mohamed E. Bayou and Alan Reinstein); (2) "Fostering Critical Thinking in Accounting Education: Implications of Analytical Procedures Research" (James L. Bierstaker, Jean C. Bedard, and Stanley F. Biggs); (3) "Integrating Learning Strategies in Accounting Courses" (Barbara J. Eide); (4) "Students May Blossom Using Bloom's Taxonomy in the Accounting Curriculum" (Julia K. Blazelton); (5) "An Exploratory Examination of the Study Time Gap: Students' and Instructors' Estimations of Required Study Time" (Robert H. Sanborn, Bill N. Schwartz, and W. Darrell Walden); (6) "Integrating Research into the Initial Auditing Course" (Paul M. Clikeman); (7) "Analyzing an International Annual Report as a Course Project" (Robert Bloom and David Schirm); (8) "The Effect of Group Rewards on Obtaining Higher Achievement from Cooperative Learning" (Gary M. Grudnitski); (9) "Effective Teaching Techniques: Perceptions of Accounting Faculty" (James D. Stice and Kevin D. Stocks); (10) "Introduction to Accounting: Competencies for Nonaccounting Majors" (Mary S. Doucet, Thomas A. Doucet, and Patricia A. Essex); (11) "Problem-Solving Style and Success in Accounting Curricula" (John Sweeney, Carel Wolk, Scott Summers, and Jim Kurtenbach); and (12) "The Ethics Construct: A Multidimensional Analysis in an Academic Setting" (Daryl M. Guffey and Mark W. McCartney). (All papers contain references.) (CH)

This collection of seven essays from the Stanford Forum for Higher Education Futures focuses on how downsizing, quality management, and reengineering have are affecting higher education. An introductory paper, "Introduction: Change in Higher Education: Its Effect on Institutional Performance," (Joel W. Meyerson and Sandra L. Johnson) notes that measuring institutional performance involves new approaches to assessment, accountability, cost-effectiveness, and institutional adaptability. "Measuring Performance in Higher Education" (Robert H. Scott), stresses the need for measurement to be an integral part of the goal-setting process of any institution. "Measuring Performance: How Colleges and Universities Can Set Meaningful Goals and Be Accountable" (William F. Massy) offers ideas for evaluating quality and analyzing quantitative benchmark data to enhance accountability. Next, "The Self-Transformation of Corporations: A Lesson from Industry?" (Francis J. Gouillart) looks at three objectives of business transformation: reframing of corporate issues, company restructuring, and organizational revitalization. The following paper "New Dangers in Old Traditions: The Reporting of Economic Performance in Colleges and Universities" (Gordon C. Winston) suggests that colleges and universities add global accounting to traditional fund accounting for increased clarity and completeness. "Benchmarking--How Good Is Good?" (Sean C. Rush) offers principles and guidelines for using benchmarking in higher education. The last paper, "New College Leaders: Strategic Shortcuts for Short-Term Success," (Nancy J. Dunn and Linda S. Wilson) describes strategic actions and short-term changes made at Radcliffe College (Massachusetts). Most essays contain references. (MDM)

Written by California teachers and administrators involved in distributive and office education at the secondary and community college levels, these 24 articles present information on new methods of instruction and uses of technology occurring in the business world and in education. Topics covered include Centers for Business Teacher Education, new supplements to the California Business Education Guide, industry and education cooperation, educational challenges of the 1980s, business education in the 1980s and the role of the California Business Education Association (CBEA), a systematic approach to business education program planning, an integrated approach to word processing training, computer use in accounting programs, implementing computer-assisted instruction for disadvantaged business education students, teaching disadvantaged students, cooperative distributive occupations programs, the community classroom concept, California business education and the youth initiative, Comprehensive Employment and Training Act secretarial program, instructional program for bilingual executive secretaries, individualized instruction in typewriting for handicapped students, CBEA Award of Excellence, student recruitment and retention, career opportunities for paralegals, California Association of Distributive Educators, fashion merchandising program for handicapped students, class in small business management, real estate programs, and entrepreneurship programs. (Insets contain information reflecting trends from various news sources.) (YLB)

The 26 papers in this collection from a British conference first provide an overview of group-based learning in higher education, offer a range of examples, and identify issues and trends. Chapters include: (1) "Introduction" (Roy Gregory and Lin Thorley); (2) "An Overview from Higher Education" (Diana M. R. Tribe); (3) "The UPshot Programme: Improving Group-Work Skills for Business and Accounting Students" (Diane Garland); (4) "Facilitating the Formation of Effective and Creative Working Groups" (John Robson); (5) "Towards Self-Managed Projects: Learning Team Techniques" (Victor Newman and Geoff Nelder); (6) Facilitating Team-Work in the Curriculum" (Myszka Guzkowska and Ivan Kent); (7) "Synectics in Higher Education" (Graham Rawlinson); (8) "The Academic Management of Group Projects" (Brian Stone); (9) "The Development of a Learning in Groups' Course for Academic Staff" (Roy Gregory and Lin Thorley); (10) "The Effects of Group Composition upon Students' Perceptions of Their Learning" (C. Dawson, and others); (11) "Peer Evaluation in Practice: Experience from a Major Group Project" (Brian Mathews); (12) "Facilitating Understanding of Group Dynamics" (Katherine Cuthburt); (13) "Self-Development Groups on a Diploma in Management Studies Course" (Peter Cuthburt); (14) "Using Group-Based Learning in Chemical Engineering Studies" (G. S. Bainbridge); (15) "Learning Journals for Evaluation of Group-Based Learning" (Marjorie Talbot); (16) "Working in Groups and Teams" (Jim McNally); (17) "A Case Study of a Group-Project in Aerospace Design Engineering" (Martyn Pressnell); (18) "Group-Project Work: Two Enterprise Case Studies" (Annie Grant); (19) "Development of Group Skills using a Linked Assignment" (R. G. Harris, and others); (20) "Management Indecision: Using Group-Work in Teaching Creativity" (Peter McHardy and Steven Henderson); (21) "Preparing Student History Teachers as Subject Coordinators" (Sneh Shah); (22) "Using Group-Projects in the Teaching of Mathematics to Electrical Engineering Students" (Judy Wilkinson); (23) "History Resource Packs for Schools" (David Nicholls); (24) "The Development and Implementation of Group-Based Learning on an Accounting Degree" (Trevor Hassall and Sarah Lewis); (25) "Towards the Reflective Practitioner" (Pamela Hunt and Robert McGovern); and (26) Present Challenges" (Roy Gregory and Lin Thorley). (Some chapters contain references.) (JLS)

This book offers guidelines to emerging and would-be publishers, whether they plan to enter publishing as a career, a sideline, or a diversion. It stresses the business aspects of publishing and emphasizes the major housekeeping functions encountered in the business, except methods of sales and distribution. Contents include "The Mechanics of Publishing," which explores such details as the budget, subsidiary rights, copyright protection, inventory control, and operating statements, and "Accounting Guidelines in Publishing," which is divided into sections on "Statements" and "Budgets." The first section considers balance sheets, profit and loss statement, source and application of funds, and supplementary schedules, and the second section outlines budgetary matters. Several forms commonly used in publishing are appended. (RB)