Dissertation/Thesis Abstract

Teacher involvement in implementing state personal finance mandates
by Franklin, Deanna, Ph.D., Indiana State University, 2015, 148; 3717347
Abstract (Summary)

This study examined strategies teachers are implementing for personal finance instruction in answer to the state financial-literacy mandates in Central Texas. One-on-one interviews, focus groups, and document analysis found that teachers are relying on personal experience, community resources, and Internet resources to instruct in personal finance in absence of personal finance curricula. No data emerged that school districts were providing resources; however, administrators are willing to provide resources if they were available. Teachers are using a variety of creative methods to enhance personal financial literacy in the classroom. Sporadic in-service/professional-development opportunities were available to train teachers in personal financial-literacy instruction; however, many teachers opted not to participate in those events, selecting to depend on their own personal experiences as background. Data from this study also found that there was no evidence of teachers being involved in the curriculum-change process for personal financial-literacy education.

Indexing (document details)
Advisor: Corey, Noble R.
Commitee: Kiger, Susan, Simpson, Linda
School: Indiana State University
Department: Curriculum, Instruction, and Media Technology
School Location: United States -- Indiana
Source: DAI-A 76/12(E), Dissertation Abstracts International
Subjects: Education finance, Educational leadership, Curriculum development
Keywords: Curriculum change process, Personal finance resources, Personal financial literacy, Professional development, Teacher strategies
Publication Number: 3717347
ISBN: 978-1-321-96795-1
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