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.
Dr. Carmela Aprea is Professor of Business and Economics Education
at the Friedrich-Schiller-University in Jena, Germany. She is a
member of the OECD International Network on Financial Education
Research Committee. Her main research interests include financial
literacy assessment and education, curriculum and learning research
as well as teacher education and professional development in the
domain of business and economics.
Dr. Eveline Wuttke is Professor of Economic and Business Education
at the Goethe University in Frankfurt, Germany. She is a member of
various international research associations. Her main research
interests are in teacher education, professional development of
teachers, competence measurement, problem solving and financial
literacy.
Dr. Klaus Breuer is retired Professor of Business Education at the
Johannes-Gutenberg University Mainz, Germany. He has been a Senior
Professor in the Faculty of Economics andBusiness Administration at
the Goethe University Frankfurt. He has served in the boards of the
German Educational Research association (DGfE) as well as in the
Word Education Research Association (WERA). His main research
interests encompass educational technology as well as evaluation
and assessment in vocational education.
Dr. Noi Keng Koh is a Senior Lecturer at the National Institute of
Education, an institute of the Nanyang Technological University,
Singapore. She is also the chair of the Citi-NIE Financial Literacy
Hub for Teachers and is Advisor to the NTU Investment Interactive
Club.
Dr. Peter Davies is Professor of Education Policy Research and
Director of the Centre for Higher Education Equity and Access at
the University of Birmingham, UK and affiliated professor at
Stockholm University. His recent research has focused on financial
literacy, variation theory and choices in education.
Dr. BettinaGreimel-Fuhrmann is Professor of Business Education at
the Vienna University of Economics and Business (WU), and
represents WU as an affiliate member of OECD INFE. Her research
foci comprise financial education and the measurement of various
aspects of financial literacy.
Dr. Jane S. Lopus is Emeritus Professor of Economics and Director
of the Center for Economic Education at California State University
East Bay. She is also a director of the Global Economic Education
Alliance, which is dedicated to promoting economic and financial
literacy throughout the world.
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