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Community-Based Financial Literacy Education in a Cultural Context : A Study of Teacher Beliefs and Pedagogical Practice: A Study of Teacher Beliefs and Pedagogical Practice
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| Zeitschriftentitel: | Adult Education Quarterly |
|---|---|
| Personen und Körperschaften: | , , |
| In: | Adult Education Quarterly, 63, 2013, 4, S. 338-356 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
SAGE Publications
|
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Tisdell, Elizabeth J. Taylor, Edward W. Forté, Karin Sprow Tisdell, Elizabeth J. Taylor, Edward W. Forté, Karin Sprow |
|---|---|
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Tisdell, Elizabeth J. Taylor, Edward W. Forté, Karin Sprow |
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Tisdell, Elizabeth J. Taylor, Edward W. Forté, Karin Sprow Adult Education Quarterly Community-Based Financial Literacy Education in a Cultural Context : A Study of Teacher Beliefs and Pedagogical Practice Education |
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tisdell, elizabeth j. |
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Tisdell, Elizabeth J. Taylor, Edward W. Forté, Karin Sprow 0741-7136 1552-3047 SAGE Publications Education http://dx.doi.org/10.1177/0741713613477186 <jats:p> This article presents the findings related to teaching beliefs and pedagogical practices of a study that examined how financial literacy educators educate adults from underserved population groups in community-based settings. The study is theoretically framed in the teaching beliefs and culturally responsive education literature. Findings reveal a complex interaction of educators’ teaching beliefs that affect their pedagogical approaches: financial literacy as understanding, the importance of the cultural context, and emotions and money. These beliefs resulted in a pedagogy that highlighted the everyday financial realities of learners’ lives in a cultural context. </jats:p> A Study of Teacher Beliefs and Pedagogical Practice Community-Based Financial Literacy Education in a Cultural Context : A Study of Teacher Beliefs and Pedagogical Practice Adult Education Quarterly |
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A Study of Teacher Beliefs and Pedagogical Practice |
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Community-Based Financial Literacy Education in a Cultural Context : A Study of Teacher Beliefs and Pedagogical Practice |
| title_unstemmed |
Community-Based Financial Literacy Education in a Cultural Context : A Study of Teacher Beliefs and Pedagogical Practice |
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Community-Based Financial Literacy Education in a Cultural Context : A Study of Teacher Beliefs and Pedagogical Practice |
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Community-Based Financial Literacy Education in a Cultural Context : A Study of Teacher Beliefs and Pedagogical Practice |
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Community-Based Financial Literacy Education in a Cultural Context : A Study of Teacher Beliefs and Pedagogical Practice |
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Community-Based Financial Literacy Education in a Cultural Context : A Study of Teacher Beliefs and Pedagogical Practice |
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community-based financial literacy education in a cultural context : a study of teacher beliefs and pedagogical practice |
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Education |
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http://dx.doi.org/10.1177/0741713613477186 |
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2013 |
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338-356 |
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<jats:p> This article presents the findings related to teaching beliefs and pedagogical practices of a study that examined how financial literacy educators educate adults from underserved population groups in community-based settings. The study is theoretically framed in the teaching beliefs and culturally responsive education literature. Findings reveal a complex interaction of educators’ teaching beliefs that affect their pedagogical approaches: financial literacy as understanding, the importance of the cultural context, and emotions and money. These beliefs resulted in a pedagogy that highlighted the everyday financial realities of learners’ lives in a cultural context. </jats:p> |
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| author | Tisdell, Elizabeth J., Taylor, Edward W., Forté, Karin Sprow |
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| description | <jats:p> This article presents the findings related to teaching beliefs and pedagogical practices of a study that examined how financial literacy educators educate adults from underserved population groups in community-based settings. The study is theoretically framed in the teaching beliefs and culturally responsive education literature. Findings reveal a complex interaction of educators’ teaching beliefs that affect their pedagogical approaches: financial literacy as understanding, the importance of the cultural context, and emotions and money. These beliefs resulted in a pedagogy that highlighted the everyday financial realities of learners’ lives in a cultural context. </jats:p> |
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| spelling | Tisdell, Elizabeth J. Taylor, Edward W. Forté, Karin Sprow 0741-7136 1552-3047 SAGE Publications Education http://dx.doi.org/10.1177/0741713613477186 <jats:p> This article presents the findings related to teaching beliefs and pedagogical practices of a study that examined how financial literacy educators educate adults from underserved population groups in community-based settings. The study is theoretically framed in the teaching beliefs and culturally responsive education literature. Findings reveal a complex interaction of educators’ teaching beliefs that affect their pedagogical approaches: financial literacy as understanding, the importance of the cultural context, and emotions and money. These beliefs resulted in a pedagogy that highlighted the everyday financial realities of learners’ lives in a cultural context. </jats:p> A Study of Teacher Beliefs and Pedagogical Practice Community-Based Financial Literacy Education in a Cultural Context : A Study of Teacher Beliefs and Pedagogical Practice Adult Education Quarterly |
| spellingShingle | Tisdell, Elizabeth J., Taylor, Edward W., Forté, Karin Sprow, Adult Education Quarterly, Community-Based Financial Literacy Education in a Cultural Context : A Study of Teacher Beliefs and Pedagogical Practice, Education |
| title | Community-Based Financial Literacy Education in a Cultural Context : A Study of Teacher Beliefs and Pedagogical Practice |
| title_full | Community-Based Financial Literacy Education in a Cultural Context : A Study of Teacher Beliefs and Pedagogical Practice |
| title_fullStr | Community-Based Financial Literacy Education in a Cultural Context : A Study of Teacher Beliefs and Pedagogical Practice |
| title_full_unstemmed | Community-Based Financial Literacy Education in a Cultural Context : A Study of Teacher Beliefs and Pedagogical Practice |
| title_short | Community-Based Financial Literacy Education in a Cultural Context : A Study of Teacher Beliefs and Pedagogical Practice |
| title_sort | community-based financial literacy education in a cultural context : a study of teacher beliefs and pedagogical practice |
| title_sub | A Study of Teacher Beliefs and Pedagogical Practice |
| title_unstemmed | Community-Based Financial Literacy Education in a Cultural Context : A Study of Teacher Beliefs and Pedagogical Practice |
| topic | Education |
| url | http://dx.doi.org/10.1177/0741713613477186 |