Skip to Main Content
 

Global Search Box

 
 
 

ETD Abstract Container

Abstract Header

Teachers’ Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2

Gold, Lindsay A.
http://orcid.org/0000-0003-3439-0943
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470600168

Abstract Details

2016, Doctor of Philosophy (PhD), Ohio University, Curriculum and Instruction Mathematics Education (Education).
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 National Standards in K–12 Personal Finance Education 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.
Gregory Foley (Advisor)
Eugene Geist (Committee Member)
Koestler Courtney (Committee Member)
Machtmes Krisanna (Committee Member)
182 p.
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

Recommended Citations

Citations

  • Gold, L. A. (2016). Teachers’ Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2 [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470600168

    APA Style (7th edition)

  • Gold, Lindsay. Teachers’ Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2. 2016. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470600168.

    MLA Style (8th edition)

  • Gold, Lindsay. "Teachers’ Perceptions Regarding Financial Literacy in Kindergarten Through Grade 2." Doctoral dissertation, Ohio University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470600168

    Chicago Manual of Style (17th edition)

ohiou1470600168
7,043
© 2016, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.