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ERIC Number: EJ775215
Record Type: Journal
Publication Date: 2003
Pages: 14
Abstractor: ERIC
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1047-8248
Economic Influenced Perceptions and Their Implications for Early 21st Century Education
Lucey, Thomas A.
Educational Foundations, v17 n1 p41-54 Win 2003
The United States faces an economic-influenced educational crisis. According to the U.S. Department of Commence, Census Bureau data (2002) the difference in household earnings between the upper and lower quintiles has worsened over the last forty years. Future generations possess suspect knowledge to properly manage this income, as youth possess very low financial literacy levels. Determining benchmarks relevant to all societal dimensions presents a challenge to developing financial education curricula. The No Child Left Behind Act (U.S. Department of Education, 2001) provided financial incentives for developing financial literacy curricula, but did not provide guidelines for these curricula. Absent systematic changes to the economic education processes, one risks alienating children by teaching them improper economic curricula. In this article, the author presents a literature review that begins with studies about economic relationships with psychological processes. It follows these studies with research into economic influences in education systems and concludes with suggestions for improvement in financial literacy education.
Caddo Gap Press. 3145 Geary Blvd, PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001