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Teachers' Perceptions Regarding Fina...

Gold, Lindsay A.

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Teachers' Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teachers' Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2./
作者:	Gold, Lindsay A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	182 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Contained By:	Dissertation Abstracts International78-04A(E).
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10294629
ISBN:	9781369370362

Teachers' Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2.
Gold, Lindsay A.

Teachers' Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 182 p.

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ph.D.)--Ohio University, 2016.

Financial literacy is an important life skill, yet how are we fostering understanding in our youngest students? Unless schools begin instruction on money concepts and skills at an early age, the majority of the students will not have the needed exposure until much later in their educational career. This study used a mixed methods research approach to explore kindergarten through second grade teachers perspectives regarding the curriculum and instruction of financial literacy.

ISBN: 9781369370362Subjects--Topical Terms:

641385
Elementary education.

Teachers' Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2.
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245 1 0 $a Teachers' Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2.
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300 $a 182 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Adviser: Gregory Foley.
502 $a Thesis (Ph.D.)--Ohio University, 2016.
520 $a Financial literacy is an important life skill, yet how are we fostering understanding in our youngest students? Unless schools begin instruction on money concepts and skills at an early age, the majority of the students will not have the needed exposure until much later in their educational career. This study used a mixed methods research approach to explore kindergarten through second grade teachers perspectives regarding the curriculum and instruction of financial literacy.
520 $a The study had two main phases. Both phases consisted of a two-step process of data collection and analysis. Phase 1 was qualitative and comprised interviews of teachers who taught in K--Grade 2 at three schools in Ohio. The interviews were coded descriptively, and the author used codeweaving to analyze the data for common themes. From these results, an online survey was created and distributed in Phase 2.
520 $a Phase 2 was quantitative and involved a survey of a broader sample of K--2 teachers in Ohio. This phase tested the veracity of the Phase 1 results. Phase 2 determined whether generalizations could be made regarding teachers perceptions of students prior knowledge and skills, and of students cognitive readiness to understand financial literacy content. Perceptions from the two phases were triangulated with theory and research relating to child development to explore what, when, and how teachers are teaching money concepts and skills in their classroom.
520 $a The findings indicate that K--2 teachers see value in teaching financial literacy concepts and skills in their classroom, but they are unsure of the expectations for implementation. In particular, the majority of the participants were unaware of the Jump$tart Coalition for Personal Financial Literacy's National Standards in K--12 Personal Finance Education and demonstrated confusion on state and Common Core standard expectations.
520 $a During this study, making connections and providing students with genuine experiences were frequently identified as important practices. Though teachers knowledge of financial literacy expectations is limited, teachers incorporate money concepts and skills into their classrooms by employing such strategies as calendar time, school stores, behavior systems, games, and centers. They use a moderate amount of technology and a variety of manipulatives to support instruction.
520 $a These results indicate a need to inform teachers about the written and intended curriculum regarding financial literacy and a need to align the various sets of standards to ensure a cohesive and comprehensive K--12 financial literacy curriculum. With the proper guidance and implementation, teachers at all grade levels can experience success in preparing their students for a financially stable future.
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