Innovative ideas for accounting education include having students study accounting across historical periods, using businesses for student research, exploring nontraditional accounting careers, and collaborating with professional associations. (SK)

Outlines seven essential questions to guide critical thinking. Provides a rubric for assessing student thinking, sample critical thinking learning activities, and a list of teaching principles. (SK)

Extensive use of the telephone by businesses should cause business educators to look at the objectives of the telephone unit. In addition to telephone personality, voice characteristics, listening skills, and the use of the directory and yellow pages, the telephone unit can be expanded to include telephone features, special equipment, and…

A study of public secondary schools, vocational technical colleges, and career centers in Indiana and Wisconsin found that shorthand enrollment is low and declining but extensively offered; Gregg is the dominant system; there are no plans to change the system; it is a one-year program; shorthand will continue to be offered; and low enrollments are…

A series of five articles discusses the expected and unexpected benefits of professional student organizations. Determines that expected benefits keep advisors going; unexpected benefits keep students and advisors vibrant and enthusiastic. (JOW)

The author explains how to develop modules that let keyboarding students work at their own pace and receive adequate practice on their weaknesses after they have mastered basic keyboarding skills. (CH)

Application of total quality management (TQM) in the classroom provides an opportunity to eliminate the minimally successful authoritarian management style. Classroom TQM differs because the customer-client relationship is not clearly defined, motivational factors have differing expectations, and there is less pressure in terms of the consequences…

Discusses the whys and whats of entrepreneurship education--why it is important today and what it should be to maximize its impact. (JOW)

Responses from 69 of 92 state employment service managers and 199 of 240 secondary principals in Idaho, Oregon, and Washington indicated that managers viewed business competencies and classes as significantly more important than principals do. A business course for all students was supported by 88% of managers and 34% of principals. (SK)

Includes "Student Organizations: Attracting the At-Risk Student" (Pringle, O'Neil); "Pride of Arkansas--Future Business Leaders of American and Phi Beta Lambda" (Gorecki, Martin); and "Business Professionals of America: Blueprint for Success" (Yopp). (JOW)

The paperwork involved in starting and operating a business can be overwhelming. Incorporating this component into the secondary business curriculum provides students with essential information and a sound base for future entrepreneurs. (JOW)

A survey of 152 experienced business teachers and 46 business education student teachers found that neither group had major teaching concerns; both felt time pressures. Prospective teachers were more concerned about discipline and student control; experienced teachers were more concerned about sharing educational planning with students. (SK)

Underscores the need for teaching marketing research skills at the secondary level and shows how marketing research fits into marketing education. Provides an example of how to use the pyramid approach to research, which involves review of secondary sources, key informant interviews, focus groups, and quantitative research. (Author/JOW)

Focus groups with 25 business and 18 marketing teachers and 6 business/industry representatives elicited the following opinions: the primary purpose of business/marketing education is work force preparation; dedicated faculty and administrative support are ideal features; a strong voice for vocational education is needed; and important skill areas…

A survey of 42 traditionally certified and 99 alternatively certified secondary marketing teachers showed some significant differences in concerns about human relations, classroom management, instructional methods, personal concerns, work conditions, evaluation, and professional growth. However, both groups showed low levels of concern overall.…