Document Type
Article
Abstract
While much scholarship concerns the efforts to teach children and youth about personal finances, much less, if any, research concerns efforts of practicing teachers to evaluate and interpret financial curricula for schools. This paper conveys the results of a research study that interpreted teachers’ responses the high school modules associated with the Moneyskill® online education program. A convenience sample of teachers enrolled in a graduate level diversity course as a large teacher education institution in the Midwest completed assigned MoneySKILL modules and participated in group online reflections. Participants in the study interpreted the content as appropriate and relevant. They also viewed the instruction as being well written and digestible; however, they considered delivery inefficient in the sense of its limited engagement of the students and questioned the applicability of content to students of all socio-economic contexts.
Recommended Citation
Lucey, Thomas; White, Elizabeth; and André, Aline
(2017)
"Teacher Interpretations of MoneySKILL®,"
The Councilor: A National Journal of the Social Studies: Vol. 78:
No.
1, Article 8.
Available at:
https://thekeep.eiu.edu/the_councilor/vol78/iss1/8
Included in
Curriculum and Instruction Commons, Economics Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons