Citizenship, Social and Economics Education最新文献_第4页

Breaking It Down: Disaggregated Personal Finance Test Scores of Teachers and Students 分解:教师和学生的个人理财测试分数

Citizenship, Social and Economics Education Pub Date : 2021-08-15 DOI: 10.1177/20471734211038757

Cynthia L. Harter

{"title":"Breaking It Down: Disaggregated Personal Finance Test Scores of Teachers and Students","authors":"Cynthia L. Harter","doi":"10.1177/20471734211038757","DOIUrl":"https://doi.org/10.1177/20471734211038757","url":null,"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.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"35 1","pages":"216 - 233"},"PeriodicalIF":0.0,"publicationDate":"2021-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77825063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Globalized English and users’ intercultural awareness: Implications for internationalization of higher education 全球化英语与使用者的跨文化意识:对高等教育国际化的启示

Citizenship, Social and Economics Education Pub Date : 2021-08-15 DOI: 10.1177/20471734211037660

A. Salih, L. I. Omar

{"title":"Globalized English and users’ intercultural awareness: Implications for internationalization of higher education","authors":"A. Salih, L. I. Omar","doi":"10.1177/20471734211037660","DOIUrl":"https://doi.org/10.1177/20471734211037660","url":null,"abstract":"Globalized English offers interaction platforms, including cyber-based settings, for linguistically and culturally diverse speakers, particularly in the English as a second language/English as a foreign language context. Thus, it requires developing the intercultural competence of the parties involved. English users’ different perspectives may challenge effective communication and interaction. This paper results from a collaboration project between an Omani higher learning institution and an American higher learning institution and reports an exploratory study that examined the understanding and use of intercultural communicative competencies by 15 undergraduate users of English. Data was collected from the sample participants’ notes on material analysis, collaborative projects, test performances, and the instructors’ field observations. Data analysis examined the participants’ intercultural intelligence in various communicative settings in English. The findings showed the participants changed certain predetermined misconceptions about the “other culture” and developed positivity and acceptance of intercultural differences. Results also highlighted the significance of online academic internationalization and incorporating intercultural competence in the English as a second language/English as a foreign language curricula. The study further indicated the significance of the teacher’s role in nurturing learners’ intercultural competence and intercultural-awareness priorities for being the global citizens of today.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"18 1","pages":"181 - 196"},"PeriodicalIF":0.0,"publicationDate":"2021-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80725675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Development of economic competence of students at general grammar schools through a non-formal opportunity to learn with experts 通过非正式的机会向专家学习，发展普通文法学校学生的经济能力

Citizenship, Social and Economics Education Pub Date : 2021-08-01 DOI: 10.1177/20471734211036462

Christin Siegfried, Eveline Wuttke

{"title":"Development of economic competence of students at general grammar schools through a non-formal opportunity to learn with experts","authors":"Christin Siegfried, Eveline Wuttke","doi":"10.1177/20471734211036462","DOIUrl":"https://doi.org/10.1177/20471734211036462","url":null,"abstract":"For many years empirical studies have repeatedly pointed to the need to improve the economic competence of adolescent and young adults. This demand is already reflected – at least in part – in the inclusion of economic content in the curriculum of general educational schools. However, the curricular implementation seems to be only partially comprehensive enough to sufficiently support the acquisition of economic competence, so that non-formal and informal learning opportunities do not lose their importance as a supplement to the general curriculum-based framework. The research situation, however, is hardly given with regard to empirical findings on the effectiveness of such learning opportunities for the acquisition of economic competence. Therefore, our intervention study examines the role of non-formal learning opportunities in the economic field as a supplement to normal economic teaching lessons and how these learning opportunities affect the competence development of students in general educational schools. The results show that the intervention group was able to improve its economic competence significantly more than the control group. Furthermore, it becomes clear that over the intervention period the influence of personal factors loses relevance for the prediction of economic competence, but only for the intervention group.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"216 1","pages":"122 - 142"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75606339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Inviting students to independent judgement: Teaching financial literacy as citizenship education 培养学生独立判断能力:作为公民教育的金融素养教育

Citizenship, Social and Economics Education Pub Date : 2021-08-01 DOI: 10.1177/20471734211029494

Mattias Björklund, Johan Sandahl

引用次数: 5

Civic understanding mediates of the effect of educational tracks on voting intentions in German schools 公民理解在德国学校教育轨迹对投票意向的影响中起中介作用

Citizenship, Social and Economics Education Pub Date : 2021-05-20 DOI: 10.1177/20471734211016501

Lukas Wallrich, K. West, A. Rutland

{"title":"Civic understanding mediates of the effect of educational tracks on voting intentions in German schools","authors":"Lukas Wallrich, K. West, A. Rutland","doi":"10.1177/20471734211016501","DOIUrl":"https://doi.org/10.1177/20471734211016501","url":null,"abstract":"Across democracies, education predicts electoral participation and political interest. Here, German students on the pre-vocational and pre-academic educational tracks are compared to show how these differences emerge, and thus indicate how they can be addressed. In a Preliminary Study, a large dataset (3747 participants) revealed that there is a gap in political interest between the tracks, and that this predicts a gap in voting intentions. Study 1 (228 participants) tested three mediators of the relationship between educational tracks and voting intentions. Differences in civic understanding primarily explained the link between educational track and voting intentions. Lastly, in Study 2, 23 semi-structured interviews explored how limited civic understanding constrains political engagement among students on the pre-vocational track, indicating that a narrow understanding of power and a lack of sociological imagination are key. The finding that the gaps emerge due to differences in civic understanding, which is teachable, suggests that schools can play an effective role in addressing them. Limitations and implications are discussed.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"7 1","pages":"84 - 102"},"PeriodicalIF":0.0,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90051174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The challenges and opportunities of conducting PhD participatory action research on sensitive issues: Young people and sexting 在敏感问题上开展博士参与性行动研究的挑战和机遇:年轻人和性短信

Citizenship, Social and Economics Education Pub Date : 2021-05-03 DOI: 10.1177/20471734211014454

Leanne York, A. MacKenzie, N. Purdy

引用次数: 1

Results from the test of economic literacy in Germany and Japan: A critical discussion on the gender effect 德国和日本的经济素养测试结果:性别效应的批判性讨论

Citizenship, Social and Economics Education Pub Date : 2021-04-01 DOI: 10.1177/20471734211004117

R. Happ, Maki Kato, Ines Rüter

{"title":"Results from the test of economic literacy in Germany and Japan: A critical discussion on the gender effect","authors":"R. Happ, Maki Kato, Ines Rüter","doi":"10.1177/20471734211004117","DOIUrl":"https://doi.org/10.1177/20471734211004117","url":null,"abstract":"University lecturers and coordinators of business and economics courses around the world are faced with the challenge that beginning students in these courses have heterogeneous entry conditions in terms of personal characteristics. This article focuses on the economic knowledge of German and Japanese beginning students in a business and economics degree programme. The German and Japanese versions of the US-American Test of Economic Literacy were used for the assessment of the economic knowledge of German (N = 901) and Japanese (N = 571) students. The TEL consists of 45 items in two questionnaire versions and is based on 20 globally accepted core standards of economics. The analyses in this paper are based on the total score of all 45 items of the TEL as well as the subscores for the 20 standards. A special focus of this paper is on gender-specific differences in economic knowledge. While gender has a strong effect on economic knowledge in Germany, only a small number of the core standards in Japan exhibit a difference between male and female test takers. The paper concludes by applying interpretative approaches to the different findings in both countries and suggests potential methods for further research on the gender effect in economics education.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"22 1","pages":"48 - 68"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83576601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

CORRIGENDUM to ‘Gender gap in Swiss vocational education and training teachers’ economics content knowledge and the role of teaching experience’ “瑞士职业教育和培训教师的经济学内容知识和教学经验的作用中的性别差距”的勘误表

Citizenship, Social and Economics Education Pub Date : 2021-04-01 DOI: 10.1177/20471734211004098

引用次数: 0

Passport to the future: Boosting academic outcomes and citizenship through urban debate 通往未来的护照:通过城市辩论提高学术成果和公民意识

Citizenship, Social and Economics Education Pub Date : 2021-04-01 DOI: 10.1177/20471734211001790

Joseph N Patten, Stephen J. Chapman

引用次数: 0

The concept of rationality in introductory economics textbooks 经济学入门教材中的理性概念

Citizenship, Social and Economics Education Pub Date : 2021-02-12 DOI: 10.1177/2047173421994333

Martin K Jones

引用次数: 0