| Financial literacy is an essential survival skill for students in today's economy. However, financial education is not always included in school curricula despite a growing need for students to be financially literate. This qualitative study discusses descriptive information on what/when to teach concepts related to financial literacy in schools. All participants were teachers who attended the Governor's Institute on Financial Education in July of 2009. The purpose of the study was to present criteria for a model curriculum for financial literacy in high schools in Pennsylvania. Four research questions were answered: 1)what financial literacy curricula exist today, 2) what types of learning activities are teachers using in the financial literacy course, 3)what specific content areas should be addressed in a financial literacy course, and 4)how much time is devoted to each of the content areas? The findings revealed that 21 curricula are accessible to business teachers; however, five are primarily used. Various learning activities are used in a financial literacy classroom including: worksheets, discussing bank statements, buying a car, using credit cards, and discussing interest rates. Participants also discussed using technology on a regular basis and showing DVD's on financial topics. Assessment of these learning activities comes in the form of tests, quizzes, projects, worksheets, oral presentations, group work, self-assessment, class participation, notebooks, role-playing, homework, and hands-on activities, such as simulations. |
