Breaking It Down: Disaggregated Personal Finance Test Scores of Teachers and Students

Autor/in	Harter, Cynthia
Titel	Breaking It Down: Disaggregated Personal Finance Test Scores of Teachers and Students
Quelle	In: Citizenship, Social and Economics Education, 20 (2021) 3, S.216-233 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harter, Cynthia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8047
DOI	10.1177/20471734211038757
Schlagwörter	Money Management; Teaching Methods; Secondary School Teachers; Secondary School Students; Pretests Posttests; Scores; State Standards; Teacher Education Programs; Masters Programs; Knowledge Level; Prior Learning; Investment; Guidelines; Student Evaluation; Mississippi + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Magister course; Magisterstudiengang; Wissensbasis; Vorkenntnisse; Investments; Geldanlage; Investiton; Richtlinien; Schulnote; Studentische Bewertung
Abstract	The financial and public health crises that have impacted the global economy in the past two decades have heightened awareness of the importance of financial literacy for consumers, businesses, and governments. This study uses secondary school teacher and student pretest and posttest scores on the Test of Financial Literacy to identify persistence and changes in learning for teachers and students by content standard. Using non-random data collected as part of Mississippi's Master Teacher of Personal Finance standards-based teacher training program, results show that teacher participants know a lot about personal finance prior to the training and learn more during the training while their students do not know very much about personal finance prior to starting a class that includes this content and know a little more when they finish the class. Disaggregating teacher and student results shows that teacher knowledge about financial investing is relatively low, and student learning in investing, saving, and insuring is also low. The study highlights the need for implementation guidelines for teachers and required assessment for students. Specifically, the guidelines and assessment could be used to reallocate scarce resources more effectively to teach these content areas where deficiencies are identified. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01