International Handbook of Financial Literacy / edited by Carmela Aprea, Eveline Wuttke, Klaus Breuer, Noi Keng Koh, Peter Davies, Bettina Greimel-Fuhrmann, Jane S. Lopus.

Format:

Book

Contributor:

Aprea, Carmela., Editor.

Wuttke, Eveline., Editor.

Breuer, K. (Klaus), Editor.

Koh, Noi Keng, Editor.

Davies, Peter, Editor.

Greimel-Fuhrmann, Bettina., Editor.

Lopus, Jane S., Editor.

Language:

English

Subjects (All):

Education and state.

Education, Higher.

Finance, Public.

Education Policy.

Higher Education.

Public Economics.

Local Subjects:

Education Policy.

Higher Education.

Public Economics.

Physical Description:

1 online resource (707 p.)

Edition:

1st ed. 2016.

Place of Publication:

Singapore : Springer Singapore : Imprint: Springer, 2016.

System Details:

Mode of access: World Wide Web.

Summary:

This Handbook presents in-depth research conducted on a myriad of issues within the field of financial literacy. Split into six sections, it starts by presenting prevalent conceptions of financial literacy before covering financial literacy in the policy context, the state and development of financial literacy within different countries, issues of assessment and evaluation of financial literacy, approaches to teaching financial literacy, and teacher training and teacher education in financial literacy. In doing so, it provides precise definitions of the construct of financial literacy and elaborates on the state and recent developments of financial literacy around the world, to show ways of measuring and fostering financial literacy and to give hints towards necessary and successful teacher trainings. The book also embraces the diversity in the field by revealing contrasting and conflicting views that cannot be bridged, while at the same time making a contribution by re-joining existing materials in one volume which can be used in academic discourse, in research-workshops, in university lectures and in the definition of program initiatives within the wider field of financial literacy. It allows for a landscape of financial literacy to be depicted which would foster the implementation of learning opportunities for human beings for sake of well-being within financial living-conditions. The Handbook is useful to academics and students of the topic, professionals in the sector of investment and banking, and for every person responsible for managing his or her financial affairs in everyday life.

Contents:

Chapter 1: Financial Literacy in the 21st Century: An Introduction to the International Handbook on Financial Literacy

Section 1: Conceptions of Financial Literacy

Chapter 2: Financial Education in General Education Schools: A Competence Model

Chapter 3: Educational Implications of Biases in Financial Decision Making

Chapter 4: Financial Literacy and Financial Incomprehensibility

Chapter 5: A Metacognitive Approach to Financial Literacy

Chapter 6: Combining Development and Education: Why Do Decision-Making and Social Norms Matter for Financial Education?

Chapter 7: Financial Literacy to Financial Capability: Building Financial Stability and Security

Chapter 8: A Sociological Perspective on Financial Literacy

Chapter 9: Financial Literacy Education as a Public Pedagogy: Consumerizing Economic Insecurity, Ethics and Democracy

Section 2: Policy Contexts of Financial Literacy

Chapter 10: Politics and Argumentation in Financial Literacy Education Policy

Chapter 11: Following the Trail from Political Discourse to Curriculum Reform: Reflecting on the Shape of Financial Capability Education in England

Chapter 12: The Development and Promotion of Financial Literacy Standards: Establishing Standards in the United States

Chapter 13: The Policy Context for Financial Education in New Zealand

Chapter 14: Children and Youth as Economic Citizens: Working towards an Inte-grated Financial Education Approach

Chapter 15: Do the Financial Behaviours of College Students Vary by their State’s Financial Education Policies?

Section 3: National Orientations of Financial Literacy

Chapter 16: Financial Literacy in Austria

Chapter 17: Financial Literacy in Germany

Chapter 18: Financial Literacy in Indonesia

Chapter 19: Mexico: Financial Inclusion and Literacy Outlook

Chapter 20: Financial Literacy in the Netherlands

Chapter 21: Financial Education in Romania

Chapter 22: Financial Literacy in South Africa

Chapter 23: Financial Literacy in Switzerland

Chapter 24: Financial Education in the UK: A Case Study of Practice

Chapter 25: Youth Financial Literacy in the United States: A Patchwork Approach

Section 4: Assessment of Financial Literacy

Chapter 26: Construct Validity with Structural Equation Modelling

Chapter 27: Financial literacy of Adolescents and Young Adults: Setting the Course for a Competence-oriented Assessment Instrument

Chapter 28: Students’ Monetary Decision Making: Issues and Implications Arising from Research

Chapter 29: Evaluation of Financial Literacy Development of High School Stu-dents: A Longitudinal Mixed Methods Study

Chapter 30: Measurement of Young Adults’ Attitudes towards Money

Chapter 31: Personality and Financial Culture: A Study of Mexican Youths

Section 5: Instructional Interventions for Fostering Financial Literacy

Chapter 32: Approaches to Teaching Financial Literacy: Evidence-based Practices in Singapore Schools

Chapter 33: Sketching a Possible Learning Progression for the Cognitive Component of Financial Education in the Broader Context of Economics Education

Chapter 34: Educating People about Finance and Economics. Approaching Curriculum Design: an Italian Experience

Chapter 35: Gender and Student Achievement in Personal Finance: Evidence from Keys to Financial Success

Chapter 36: A Design-Based Intervention Approach to the Development of a Financial Literacy Interactive Learning Journey for Youths in Singapore

Chapter 37: Enhancing the Financial Literacy of Young People: A Conceptual Approach Based on the Variation Theory of Learning

Chapter 38: Infusing Financial Literacy in Primary Mathematics: A Proposed Framework for Instruction

Section 6: Teacher Education and Training for Financial Literacy

Chapter 39: In the Shoes of Luca Pacioli – Double Entry Bookkeeping and Financial Literacy

Chapter 40: Building the Financial Education Capacity of Teachers: Does It Make a Difference?

Chapter 41: Preparing Preservice Elementary Teachers to Teach about Financial Literacy: Towards a Broader Conception

Chapter 42: Financial Education in Teacher Training with Technological Support

Chapter 43: Teachers’ Financial Literacy from a Swiss Perspective.

Notes:

Description based upon print version of record.

Includes bibliographical references.

ISBN:

981-10-0360-2