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Developing financial literacy in bil...

Higgins, Michael McCready.

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Developing financial literacy in bilingual deaf students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Developing financial literacy in bilingual deaf students./
作者:	Higgins, Michael McCready.
面頁冊數:	313 p.
附註:	Source: Masters Abstracts International, Volume: 55-02.
Contained By:	Masters Abstracts International55-02(E).
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1599734
ISBN:	9781339070414

Developing financial literacy in bilingual deaf students.
Higgins, Michael McCready.

Developing financial literacy in bilingual deaf students. - 313 p.

Source: Masters Abstracts International, Volume: 55-02.

Thesis (M.A.)--University of California, San Diego, 2015.

In response to the issue of financial illiteracy facing the deaf community, this thesis was developed to prepare educators to teach deaf youths about personal finance. The curriculum consists of three units. The first unit introduces students to the idea of how to earn and spend money. The second unit exposes students to the concept of saving and investing money. The third unit focuses on how to responsibly borrow money. There are two goals for this curriculum. First, it is expected that students will improve on their financial knowledge and practices. Secondly, students should understand where to find resources on financial matters and how to use this information to make the best decision for their situation. Based on evidence gathered from students, both of these goals were met.

ISBN: 9781339070414Subjects--Topical Terms:

2122778
Bilingual education.

Developing financial literacy in bilingual deaf students.
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520 $a In response to the issue of financial illiteracy facing the deaf community, this thesis was developed to prepare educators to teach deaf youths about personal finance. The curriculum consists of three units. The first unit introduces students to the idea of how to earn and spend money. The second unit exposes students to the concept of saving and investing money. The third unit focuses on how to responsibly borrow money. There are two goals for this curriculum. First, it is expected that students will improve on their financial knowledge and practices. Secondly, students should understand where to find resources on financial matters and how to use this information to make the best decision for their situation. Based on evidence gathered from students, both of these goals were met.
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