En savoir plus
The 1% and the other 99%...the Haves and the Have Nots...
Words such as junk bonds, subprime mortgage, bailouts, derivatives, and housing bubble have become part of the daily vernacular of the ordinary American. There is a chasm arguably growing between the "Haves" and the "Have Nots" which teachers must acknowledge and instruct the adults of tomorrow.
Financial Literacy for Children and Youth, Second Edition asserts that teaching is a social and political act capable of enabling the teachers of today to delve into the practical, theoretical, and socio-historical perspectives of financial literacy instruction in schools with the hopes to better the life outcomes of young people. Each section of the book reflects one of those perspectives. Each chapter is written by well-known financial literacy educators and is followed by questions designed to encourage discussion and critical analysis.
The book is designed for both preservice and in service social studies teachers and is written at a level understandable to both undergraduate and graduate students. The book challenges the teacher or teacher-to-be to think critically about financial literacy instruction as a necessary and important portal to social justice for the students of today.
Table des matières
List of Excerpts, Figures, and Tables - Introduction - Debbie Sonu/Anand R. Marri: The Hidden Curriculum in Financial Literacy: Economics, Standards, and the Teaching of Young Children - Mary E. Brenner: Meaning and Money Revisited - Kathleen S. Cooter: Random Acts of Financial Literacy - Mary Beth Henning/Sarah Johnston-Rodriguez: Strategies and Resources for Teaching Financial Literacy to Youth with Disabilities - Carmela Aprea/Julia Schultheis/Kathleen Stolle: Instructional Integration of Digital Learning Games in Financial Literacy Education - James D. Laney: Teaching Financial Literacy through the Arts: Theoretical Underpinnings and Guidelines for Lesson Development - Bettina Greimel-Fuhrmann: Students' Money Experiences and Preconceptions of Financial Issues-Implications for Effective Financial Education - Jaime Christensen: Financial Literacy and Youths in Jail - Annie Savard: Teaching Probability and Learning Financial Concepts: How to Empower Elementary School Students in Citizenship - J. Michael Collins/Elizabeth Odders-White/Nilton Porto: The Influence of Teacher Attributes on Financial Education Outcomes - Andrew Brantlinger: Economic Inequality and Secondary Mathematics - Bonnie T. Meszaros/Mary C. Suiter: Personal Finance Education for Young Children: Why Isn't It Happening? What Needs to Be Done? - Floor E. Knoote/Sofia L. Ortega Tineo: Representation of Vulnerability in National Strategies: Targeting the Needs of Disadvantaged Consumers with Financial Education and Inclusion Efforts - Thomas A. Lucey/Darrell P. Kruger/Jeffrey M. Hawkins: Grasping the Foundational Roots of Economic Perceptions: Precolonial West Africa and the Bantu - Chiara Bacigalupa: Using Stories to Teach Complex Moral Concepts to Young Children - Thomas A. Lucey: Economics, Religion, Spirituality, and Education: Encouraging Understandings of Compassionate Dimensions - Kathleen S. Cooter: Behavioral Economics: Making High School Economics Personal - Contributors.
A propos de l'auteur
Thomas A. Lucey (Ed.D., University of Memphis) is Professor of Elementary Education in the School of Teaching and Learning at Illinois State University.
Kathleen S. Cooter (Ph.D., Texas Woman¿s University) is Professor Emerita at Bellarmine University in Louisville, Kentucky, and former Executive Director of the Kentucky Council for Economic Education. She is a facilitator for financial empowerment trainings for the Louisville Metro government.
Résumé
The book asserts that teaching is a social and political act capable of enabling the teachers of today to delve into the practical, theoretical and socio-historical perspectives of financial literacy instruction in schools with the hopes to better the life outcomes of young people.
