Comparison of Financial Education and Knowledge in the United States and Germany: Curriculum and Assessment

Autor/inn/en	Kraitzek, Andreas; Förster, Manuel; Walstad, William B.
Titel	Comparison of Financial Education and Knowledge in the United States and Germany: Curriculum and Assessment
Quelle	In: Research in Comparative and International Education, 17 (2022) 2, S.153-173 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/17454999221081333
Schlagwörter	Cross Cultural Studies; Money Management; Standards; Course Content; Foreign Countries; Tests; Economic Change; Teaching Methods; Comparative Education; Knowledge Level; Instructional Materials; High School Students; Student Evaluation; Item Analysis; Test Items; Germany; United States + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Standard; Kursprogramm; Ausland; Examination; Prüfung; Examen; Ökonomischer Wandel; Teaching method; Lehrmethode; Unterrichtsmethode; Vergleichende Erziehungswissenschaft; Wissensbasis; Lehrmaterial; Lehrmittel; Unterrichtsmedien; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulnote; Studentische Bewertung; Itemanalyse; Test content; Testaufgabe; Deutschland; USA
Abstract	Changes in the economy and society lead to a growing necessity of financial education. In this context, we investigate the approaches to financial education in secondary schools in the United States and Germany. We seek to answer the question if and how the implementation of financial education is similar and different between the two countries. We address this question for financial education by comparing the educational conditions, coursework structures, content standards, instructional resources, and assessment within each country. Additionally, we focus on differences in cognitive structure of financial knowledge and understanding among students within each country. For this exploratory analysis, we used data from the "Test of Financial Literacy" that was administered to students in the United States and Germany (n = 2326). The empirical results reveal differences in knowledge structures in specific content areas among students in the two countries. Possible reasons for such differences and other implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01