Teachers’ Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2
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Ohio University / OhioLINK
2016
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470600168 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-ohiou14706001682021-08-03T06:38:15Z Teachers’ Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2 Gold, Lindsay A. Applied Mathematics Curricula Early Childhood Education Education Educational Theory Elementary Education Finance Literacy Mathematics Mathematics Education Pedagogy Teacher Education Teaching financial literacy mathematics education math elementary money skills concepts financial skills financial concepts early childhood mixed methods child development standards teaching manipulatives Common Core JumpStart K-2 primary state 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.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. 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.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 <i>National Standards in K–12 Personal Finance Education</i> and demonstrated confusion on state and Common Core standard expectations.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.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. 2016-09-19 English text Ohio University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470600168 http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470600168 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Applied Mathematics Curricula Early Childhood Education Education Educational Theory Elementary Education Finance Literacy Mathematics Mathematics Education Pedagogy Teacher Education Teaching financial literacy mathematics education math elementary money skills concepts financial skills financial concepts early childhood mixed methods child development standards teaching manipulatives Common Core JumpStart K-2 primary state |
| spellingShingle |
Applied Mathematics Curricula Early Childhood Education Education Educational Theory Elementary Education Finance Literacy Mathematics Mathematics Education Pedagogy Teacher Education Teaching financial literacy mathematics education math elementary money skills concepts financial skills financial concepts early childhood mixed methods child development standards teaching manipulatives Common Core JumpStart K-2 primary state Gold, Lindsay A. Teachers’ Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2 |
| author |
Gold, Lindsay A. |
| author_facet |
Gold, Lindsay A. |
| author_sort |
Gold, Lindsay A. |
| title |
Teachers’ Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2 |
| title_short |
Teachers’ Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2 |
| title_full |
Teachers’ Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2 |
| title_fullStr |
Teachers’ Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2 |
| title_full_unstemmed |
Teachers’ Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2 |
| title_sort |
teachers’ perceptions regarding financial literacy in kindergarten through grade 2 |
| publisher |
Ohio University / OhioLINK |
| publishDate |
2016 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470600168 |
| work_keys_str_mv |
AT goldlindsaya teachersperceptionsregardingfinancialliteracyinkindergartenthroughgrade2 |
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