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Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators' comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers' professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.

This study explores how pre-service mathematics teachers build alternative model simulations of real-world scenarios. Inclusion in the formal structures for wealth generation and accumulation is a fervently debated issue in South Africa. Share owning in companies listed on the Johannesburg Stock Exchange (JSE) in South Africa is one of many wealth-building tools. Related discussions evolved on the spread of share ownership among black and white citizens. Two mathematically motivated positions were reported in a newspaper. In one of their mathematics courses, prospective mathematics teachers were presented with the article and asked to reflect on it with the prompt 'Which of these two methods for determining the "number of Black South Africans holding shares on the JSE" would your group support?' Audio- and video-recorded data were collected and subjected to thematic analysis. The themes that emerged from the analysis were economic empowerment, authority of research and trustworthiness of information. The discussions reflected on the complexities and rationalities involved in decision-making of mathematically driven opposing positions on issues of social importance. The mathematically derived results of such issues will eventually be resolved in the political field. The findings revealed that building of alternative mathematical models by pre-service mathematics teachers begins with an explicit problem setting, followed by the development of mathematical models that included real-world problems.

Recent changes in college student populations suggest potential value in assessing current students in terms of what they desire from their professors. A list of professor behaviors was examined, drawing from previous literature. Six hundred and sixty undergraduate business students across three universities rated their desires for various professor behaviors. Most highly desired behaviors include providing clear presentations/explanations and being enthusiastic/entertaining. The least desired behaviors include being intellectually challenging and providing feedback beyond class performance needs. Compared to students with low mastery learning orientation, students with high mastery learning orientation had a stronger desire for being intellectually challenged and had less need for professors who set clear expectations. Compared to students taking conceptual (qualitative) courses, students taking quantitative courses had a stronger desire to receive help on class-related items and had less need for professors who possess high expertise. Conclusions, recommendations, limitations, and future research ideas are also presented.

Individual decision-making is often expressed through some combination of return or benefit within a context of risk assessment and assumption. Risk is generally defined as variability or chance of loss. Individuals are typically risk averse, where they require a greater benefit for each unit of risk in a decision. Students apply risk assessment when making financial decisions. This research models if risk aversion in making financial decisions extends to academic decisions. Prior literature discusses each decision category but does not adequately surmise correlation. In a survey of 671 university business students, the findings are that students approach risk differently between financial and academic decisions. In asking students if flipping a coin to decide patterns of paying money versus receiving money when risk is introduced, respondents are less willing to take financial risk when receiving money, but much less willing when paying money. When the question is structured to capture academic decisions, students are more willing to risk a lower grade in a class for higher reward longer-term, such as acquiring greater knowledge or improved employability.

Around the world, parental financial socialization now heavily depends on the educational attainment of the parents. This study looked into how parental financial socialization varied depending on the educational attainment of the parents. Parental financial behavior, financial monitoring, financial discussion, financial communication, and financial teaching were used as metrics for measuring parental financial socialization. In this study, a quantitative research approach was used. Since Fetakgomo Tubatse and Intsika Yethu municipalities are the most rural and low-income locations in South Africa, data were gathered through the use of a self-administered questionnaire. Data analysis techniques included Tukey HSD test, Welch robust test, Levene's test, descriptive statistics, and exploratory factor analysis (EFA). The results demonstrated that parental financial socialization varies significantly depending on the educational attainment of the parents. Therefore, financial socialization is more common among parents who have greater education levels than it is among those who have lower education levels. This study's findings are the first to show that parental financial socialization varies significantly depending on the educational attainment of the parents. This study suggests that more research be done on the variations in parental financial socialization across parental educational levels in other areas. Additionally, it is advised that the South African government develop initiatives aimed at addressing and raising parental education levels because research indicates that parents who have completed more education are more likely to participate in financial socialization, which affects young adults' financial literacy and well-being.

This study highlights the importance of incorporating subjective measures of identifiable problematic money issues in financial education workshops conducted by extension specialists. Addressing problematic money behaviors such as overspending, financial infidelity, and financial enabling empowers individuals to overcome harmful financial habits and improve basic money management practices such as paying bills on time and saving. The distinction between problematic money issues and money disorders, as well as overspending and compulsive buying, is clarified. The study uses empirical testing on problematic money behaviors and their association with fundamental money management practices to inform the development of comprehensive financial training and counseling programs.

Managing school finances by school governing bodies (SGBs) in South African secondary schools has proven to be a challenge that has several negative consequences for education, infrastructure, and other resources. The purpose of this article was to assess the efficiency of financial management systems (FMSs) in selected schools in the Amathole West education district. A case study design and qualitative approach were employed in the study. Purposive sampling was used to select SGB members from 2 schools in the district. The research participants were interviewed using face-to-face and telephonic interviews. We found that while there is understanding and alignment of financial systems by SGBs, insufficient or limited financial resources, inconsistencies in dealing with financial management matters, and government deposit allocation delays, SGBs' level of education and bank operations pose challenges and lead to the misalignment of school operations. Based on the study, we suggest that SGBs adopt strategies to enhance the financial management of schools, namely monitoring and evaluation, the appointment of qualified SGB members, increased training, a stipend system for SGBs and timeous deposit of funds to schools.

Purpose: This study uses data from the 2019 China Institute for Educational Finance Research Household Survey to investigate expenditure on children's education in China. Design/Approach/Methods: Using descriptive and regression analysis, this study analyzes the level and structure of household expenditure on children's education, the associated disparities, and household financial burden. Findings: The average household expenditure on regular full-time education nationwide was RMB 8,139 per child, accounting for 10.8% of total household expenditure. On average, 24.4% and 15.5% of elementary and high school students participated in out-of-school subject- and interest-oriented tutoring in AY 2018-2019, respectively. On an average, it costs a household approximately RMB 233,000 to educate a child from preschool to the undergraduate level. The total investments in regular full-time education nationwide were estimated to be RMB 6.2 billion--6.87% of the national Gross Domestic product. Moreover, based on an overview of various statistics on school funding, this study found that several years of public investments in compulsory education and rural schools have significantly reduced the disparities in school funding among income groups. Originality/Value: This research is the first report giving a comprehensive picture of household expenditures on education nationwide in China. It provides empirical evidence for exploring policy tools to realize the balanced development of education.

Financial literacy, viewed not only as a fundamental skill but also as an investment, proves valuable for individuals, aiding them in making sound financial decisions and savings. In the current societal landscape, where financial responsibilities are important, instilling financial education early on through suitable programs becomes pivotal, particularly for the younger generation. This study aims to examine parental viewpoints regarding their children's money literacy and management, aiming to enhance social-emotional skills related to saving and giving within the preschool classroom. The study spanned two months and encompassed 101 children and their families. The project was introduced to parents, and 36 volunteer parents were selected to participate. An educational program focusing on money management and donations was executed within the classroom. Official permission from the preschool municipality administration office was obtained, and all participants provided written consent for their involvement. According to the parents, their children acquired money management skills and relished the process of collecting and donating savings to other children in need. In interviews, participating parents expressed feeling active and enthusiastic about their involvement in the school program, highlighting the productive interaction between them and the teachers.

Education plays a very important role in improving the quality of human resources. In higher education, students need learning that is innovative and not monotonous so that learning goals can be achieved. In this research, what will be discussed further is the development of learning methods by combining 2 methods, namely Cooperative Based Learning (CBL) with Problem-Based Learning (PBL) in the Advanced Financial Management course. This research method uses Pretest - Posttest Design. The data population is 711 students collected from 17 classes taking Advanced Financial Management courses at Putra Indonesia University YPTK Padang. The sampling technique uses probability sampling. The data that will be used as a sample are observations of 117 students collected from 3 classes. The CPBL method is implemented by grouping students into groups of 4-5 people to discuss each case in the material. Data will be analyzed based on the completeness of learning outcomes and calculating N-Gain. From the data processing, the results obtained were that by combining these 2 methods, it was successful in improving student learning outcomes and the students' completeness test scores were also proven to be very successful in being upgraded. The effectiveness of the collaboration between these 2 methods reaches the high category of the N-Gain test. This is a new variation in making learning calculations that use many formulas more challenging, increasing students' enthusiasm for learning and providing satisfactory learning results. This method is worth utilizing and can be used in all courses that involve calculations and case questions.

T his study aimed to determine the financial literacy levels of students studying in different programs at the university. For this purpose, the content of undergraduate education programs and the effect on the individual's financial literacy were investigated. The study assumes that financial literacy, which is necessary for life, will be gained by students, their families' awareness of the subject, and educational programs. The research was conducted with 335 students in four programs at the University of Prizren "Ukshin Hoti". The descriptive study conducted with a random sample group collected the data with the Financial Literacy scale. The scale applied consisted of four parts in total, such as the demographic characteristics of the students in the first part, Financial Product Knowing (13 questions), which measures financial literacy knowledge in the other sub-dimensions, Relation with Money (7 questions), and Information Source about Financial Products (15 questions). In addition, cluster analysis, comparative analysis, Chi-Square, and T-test analyses of the collected data were performed with the SPSS 28 program. As a result of the study, it was determined that the student's financial literacy and general success levels were at MEDIUM LEVEL. Although the students participating in the survey studied in different departments, there was no significant difference. According to the study results, it is concluded that the Financial Literacy knowledge of the students is not sufficient, and they need to have more information about themselves in this field. Similarly, in the light of the data obtained, it has been determined that providing various in-service training for the financial literacy levels of the students or adding Financial Literacy courses to the education programs will strengthen the student's knowledge of this subject and increase their awareness.

The high cost of health care in the United States creates complex decisions where suboptimal choices may negatively affect an individual's physical and financial health. The challenge for patients is that the complex nature of health-related financial decisions requires specialized knowledge to avoid these suboptimal choices. While the benefits of improved health literacy are well documented, the connection between health care and household finances may mean that there is a role for education and financial knowledge in improving outcomes. This study uses data from the Financial Industry Regulatory Authority's Financial Capability Survey in a binomial logistic regression to examine the role of education and financial knowledge in health-related financial decisions. The results show that both higher levels of education and financial knowledge are related to a higher likelihood of obtaining health insurance coverage and a lower likelihood of having medical debt and engaging in cost avoidance. Income disparities remain, however, especially for those in the middle-income brackets. These results raise the possibility that increases in general education and financial knowledge may improve health outcomes, but those facing the most complex health care decisions may need more specialized knowledge. This implies that given the connection between health care and personal finances, increasing objective and subjective knowledge may lead to better outcomes for patients' financial and physical health.

Individuals engage in purchasing skills on a daily basis. Regardless of the curricular focus of secondary students with intellectual and developmental disabilities (IDD; i.e., academic or functional), possession of life skills is important. In this single case design study, researchers examined the provision of online instruction to three U.S. high school students with IDD learning to solve making change with coins problems. Researchers provided students with an intervention package consisting of a virtual money manipulative, modeling, and the system of least prompts (SLP). A functional relation was suggested between the dependent variable of independent accuracy and the intervention package. Students also increased their percentage of task analysis steps completed independently following receipt of the intervention package. All three students maintained their percentage of task analysis steps completed independently and their independent accuracy was higher than baseline. However, generalization to real-life experiences was not examined.

As more adults with intellectual and developmental disabilities move into inclusive settings in the community, it is essential to address budgeting and finance issues to avoid real concerns of financial exploitation. Adults with intellectual and developmental disability often comprise the "working poor", even if they are among the 20% who are fortunate enough to have access to community-based, paid employment at above minimum wage. Those fortunate enough to be placed on government assistance (1 in 4 are still waiting for funded services) soon realize that this benefit comes with restrictions on their income and savings. These restrictions impact work options, pay range, and benefits. Each person's budget leaves little for saving and discretionary spending. Our present situation of rising inflation compounds these already significant concerns.

This study examined the relationship between financial stress and student retention for post-secondary students. Data from 2014 collected at a Pacific Northwest University using The Ohio State's National Student Financial Wellness Study were used to examine the students' reported levels of stress related to finances. Students reported the most financial stress came from their student loan debt. Data analyses showed significance between participants who reported "large" and "extreme" amounts of stress from debt and their decisions to reduce course work, drop out, and/or take a break. Although future research is needed to determine the exact relationship between financial stress and retention rates, it is important to acknowledge that financial stress influences students' educational decisions.

The "campus loans" crisis has highlighted the importance of financial literacy among Chinese college students. Based on an analysis of 2,266 valid questionnaires, this study utilized survey data and logistic regression to examine the correlations between demographic and behavioral factors and financial literacy among students. The results indicated that, compared to their international counterparts, Chinese students generally possess less financial knowledge. However, they exhibit stronger financial attitudes and behaviors. A significant gender disparity was observed, with female students outperforming male students in financial literacy. Students attending more prestigious universities, particularly those majoring in economics, management, science, and engineering, and those dedicating more time to financial education, showed higher levels of financial literacy. Additionally, positive social interactions were associated with enhanced financial literacy. The study also identifies a "Surrounding People Effect," where the presence of financially knowledgeable peers, friends, and family correlates with improved financial literacy among college students. These findings offer critical insights for developing targeted policies to enhance financial literacy among Chinese college students.

Due to the increased financial pressure--exacerbated by the COVID-19 pandemic--that students in higher education need to endure, considerable attention is being drawn towards the determinants of student financial anxiety. A conflicting picture has been captured about financial literacy, which has been shown to either be associated with better financial well-being or to be unrelated to financial stress. While discerning between financial knowledge ('objective' financial literacy) and perceived ability to manage personal finances ('subjective' financial literacy), this study also explores the impact that students' attitudes towards debt may exert on their financial anxiety. In a sample of 174 university students from the UK, we measured students' financial anxiety, objective and subjective financial literacy, attitudes towards debt and perceived impact of COVID-19 on financial behaviour. Bayesian analyses revealed that only attitudes towards debt and perception of the impact of the pandemic predicted students' financial anxiety. While the evidence in regard to financial literacy was inconclusive, mediation analyses showed that objective financial literacy indirectly impacted financial anxiety by increasing fear of debt. The findings suggest that students' financial anxiety may be reduced by adopting strategies that focus on the subjective perception of debt and of economic circumstances.

This research explores responsible investment practices at Canadian and international universities. We analyze universities' "Statement of Investment Policy and Procedures" and "Responsible Investing Policies" to understand how responsible investing is included and how this varies by region. Our results show that most university investment policies are lacking in content and specificity. We compare four different regions, Canada, the United States (USA), the United Kingdom and Ireland (UK-I) and Australia New Zealand (ANZ) in terms of responsible investment integration. We find a clear international hierarchy, with the UK-I as the most advanced region in responsible investing integration, followed by Canada and ANZ with the USA a distant last place. We develop recommendations which act as tools to help mobilize university knowledge in responsible investing, drawing on globally recognized frameworks, in two areas: governance and policy. Our recommendations are broadly applicable to any post-secondary institution and also expand to other sectors attempting to incorporate responsible investing. Implications for universities and areas for future research will be discussed.

There is a growing awareness of the importance of financial management skills. However, few studies have systematically examined this topic in China's current higher education (HE) system. In this study, we examine whether enrolling in a finance-related program, either as a degree program or as an elective, improves students' financial literacy and habits. We conducted a mixed-method study with a sample of 1334 students from seven universities in central China. Multivariate regression, matching methods, and the inverse-probability-weighting methods were used for quantitative analysis. The results indicate that college students are generally dissatisfied with their financial situation. Enrolling in finance-related majors has little effect on improving students' financial habits, despite a substantial improvement in their financial literacy. In the current HE system, there is a significant lack of personal finance management training. Therefore, curriculum design and field practices regarding students' personal finance management skills should be introduced to enhance their financial habits.

The purpose of the school curriculum could be to prepare pupils for a satisfying and fulfilling life, to prepare pupils for the needs of the economy or to pass on the wisdom of society accumulated over time. In this article I use the example of enterprise education, including financial capability, to show how the current English schools' curriculum succeeds in none of these for too many young people. I draw on the wisdom of the 1980s to inform the present and the future.

The COVID-19 viral global pandemic has impacted society in profound ways over the past two years, including transformations to the traditional collegiate journey. Online education became a predominant way of delivering courses during much of the COVID-19 pandemic; however, current student perceptions and preferences are not clear to higher education stakeholders and policy makers. This study explores college course delivery trends, investigates the magnitude of pedagogical shifts during the unprecedented times of COVID-19, uncovers changes in online education perspectives and preferences among undergraduate college students, and addresses various benefits to students when elements of online education are offered. A quali-quant mixed methods research approach was implemented to expand the study from 12 participants in the original qualitative sample to a total of 351 research participants with the addition of a quantitative sample. Most of the research participants from this sample of the population experienced renewed perspectives toward online learning over the past two years, and most of these undergraduate college students expressed a top preference for hybrid (46.3%) or HyFlex (23.6%) course delivery modalities now and into the future. [The volume number on the article (42) is incorrect. The correct volume is 43.]

Many autistic adults are likely to experience poor financial wellbeing and hardship due to unemployment and under-employment. Research in the general population demonstrates that subjective financial wellbeing--how people perceive their financial situation--influences quality of life. There is no research, however, examining the subjective financial wellbeing of autistic people. This study therefore aimed to (1) understand the subjective financial wellbeing of a sample of autistic adults living in Australia compared to a general Australian population sample and (2) identify the predictors of subjective financial wellbeing in this sample of autistic adults. To this end, 191 autistic adults aged 18-83 years (mean = 39.28, standard deviation = 11.74) completed an online survey about their economic status, financial wellbeing, financial behaviors, confidence in money management skills, and anxiety and depression symptoms. Almost half of our sample felt it was a struggle to make ends meet, whereas only one-third of the general Australian population felt this way. Similar to the general population, autistic people's income and their financial behaviors (specifically, saving and not borrowing for everyday expenses) predicted their sense of financial wellbeing. Our findings have implications for both research and practice.

Financial wellbeing is an important component of people's overall wellbeing, reflecting the capacity to live a comfortable and fulfilling life. Yet virtually nothing is known about this topic for autistic people. This study addressed this gap using a two-phase sequential mixed-methods design. Here, we report on findings from the Phase 2 qualitative study. In this study, 21 autistic participants were purposively selected based on the status of their financial wellbeing, including 12 people with high, and 9 with low, financial wellbeing, and interviewed by an autistic researcher. We identified four themes through reflective thematic analysis. Having access to a stable income made an enormous difference to people's financial wellbeing. Participants emphasised how their broader social supports, especially family support, shaped their financial wellbeing. Yet, planning financially was often challenging, especially for people who had insufficient money to meet their basic needs. Nevertheless, our participants reported a strong drive to stay in control and avoid unnecessary risk. Our findings revealed how much money matters in autistic people's lives. Future research should investigate the ways in which autistic people could secure more reliable incomes and identify the most effective ways to support them to achieve financial resilience.

The aim of this research is to discover the views of school principals on school financing and to generate alternative suggestions for a better financial management system. For this purpose, 16 high school principals were interviewed through a purposeful sampling method from different socio-economic environments in a large city center of Turkey. A semistructured interview form was used in this qualitative study, and the data were analyzed by using content analysis. The results indicated that the administrators are negatively affected whilst providing financial resources and therefore cannot devote enough time to their primary duties. The socio-economic environment of schools plays an essential role in providing finance. A crucial action that needs to be taken is to give principals the authority to generate income from non-governmental sources to finance their school's operation and renovation expenses. This would not require them to contribute any portion of this income to the central government's revenue.

Using consumer socialization theory, this study examined the associations between perceived influence of parents, peers, employment, and media and spending behaviors of emerging adult college students from three different regions of the US: Northeast, South Atlantic, and Mountain regions. Data from the Emerging Adult Financial Capability Study (N = 2,322) were analyzed using structural equation modeling. Greater parental and employment influences perceived by the students were linked with more responsible spending behaviors, while greater peer and media influences were associated with less responsible spending behaviors. This study highlights the importance of the home and the workplace as the nexus for financial learning. This knowledge can help focus efforts to help future emerging adult college students learn responsible spending behaviors.

This study examines the effects of financial advice on college-saving decisions using data sets from the 2009 and 2012 U.S. National Financial Capability Study. After controlling for self-selection bias through propensity score matching, the findings show that receiving financial advice is associated positively with the likelihood of saving for children's college education. Other findings reveal that seeking specific types of financial advice relating to savings/investment, insurance, and tax planning is positively associated with a household's decision to allocate money for their children's postsecondary education. The ensuing discussion highlights that policies incentivizing households to seek financial advice could promote college savings and contribute to reduction in student loan dependence.

Financial behavior disparities across race and gender persist in the United States. Historical and structural factors contribute to such disparities. It is important to understand the psychological mechanisms underlying these disparities to begin to achieve wealth equity. This study addressed one potentially relevant psychological construct: stereotypes about financial behaviors. Using a sample of 114 college students from a large public university, the study explored societally held beliefs about financial behaviors. The results showed that White men were generally viewed as more financially competent than White women, who were viewed as more financially competent than Black men and Black women. Implications for financial education and financial behaviors are discussed.

Wise consumption can be defined as behavior in making use of all economic goods sparingly and not excessively. Wise consumption behavior is an implication of all activities including the action reflecting behavior that aims to prosper the future. This research aims to describe and formulate an education model of wise consumption for elementary school-age children. Furthermore, this research use DBR (Design-Based Research) model. The subject of this research was elementary school students in Blitar Regency, Indonesia, which amounted to 225 children, with a description; of 50 students as small group trials, and 175 students as field trials. The research findings show that 90% of students have been reached expected target of the study, and for the effective ability of the students; they are able to behave wisely in consumption. Behaviors that reflect wise consumption seen are (1) ability to sort priority scale; (2) ability to be economical; (3) ability to differentiate between need and desire; and (4) productive behavior. The three findings have reflected how the education model able to give children a new perspective on the use of money.

This study emerged as a result of insufficient knowledge and descriptions of the behavioural profiles of the near-synonym English verbs, "increase" and "rise," by non-corpus-based traditional reference sources used by students. We explored the behavioural characteristics of this group of near-synonym verbs using the British National Corpus (BNC) of 100 million words as our corpus. Using the "Sketch Engine" Tool, we examined their frequency, subject and object noun collocations, adverb collocations, and syntactic behavioural profiles. The results demonstrate that both words collocate with subject and object nouns. However, on their top ten subject collocation lists, "increase" only collocates with abstract nouns related to finance and economy, whereas "rise" collocates with three different kinds of abstract nouns related to finance/economy, the human entity, and the natural environment, and one concrete noun related to natural environment. In addition, they only have two collocates in common on their top subject noun collocates list. In terms of object noun collocations, "increase" only collocates with abstract nouns connected to finance/economy and the natural environment, but "rise" collocates with abstract and concrete nouns on their top list. They also only have three adverb collocations in common on the top list. "Rise" has 17 distinct syntactic patterns, whereas "increase" has 15 different syntactic patterns. In teaching near-synonyms, we propose using corpus-based reference resources.

This paper investigated the strategic devices that can be used to enhance the accounting cash journals content knowledge (ACJCK) of Grade 9 economic and management sciences (EMS) teachers. The study was qualitative, with three participants selected from one rural school in the Thabo-Mofutsanyane education district. The interviews were used to gather information regarding the strategic devices that can be used to enhance the ACJCK of EMS teachers. The data were then analysed using thematic analysis. Finally, the study revealed the following findings: create professional learning communities to enhance cash journals content knowledge and ensuring collaborative lesson planning and preparation of cash journals. The findings suggest that collaborative team teaching must be used to accommodate novice teachers, and continuous training workshops and cluster workshops should also be used to increase teachers' level of understanding to address the inherent cash journal content knowledge misconceptions.

African American male educators are becoming extinct in our current United States School system. Representing less than 2% of the teaching force, our recruitment efforts will need adjustments to increase this population of educators in schools (Bristol & Mentor, 2018; Goings & Bianco, 2016; Wallace & Gagen, 2019). To address this concern, our study explores the perspective of African American male rural school leaders on the need to recruit more African American males into educational professions. Through three semi-structured interviews, 60-90 minutes, we identified the lack of opportunities and targeted recruitment strategies for this population into the field of education. Our findings underscore the importance of expanding opportunities and implementing creative recruitment strategies that can help bring more African American male educators into the profession. Additionally, we recommend that principal preparation programs be examined to ensure they are effectively preparing African American males for leadership roles in education.

Minimal guidance or maximal independence? How can teachers achieve that complex balance when teaching mathematics? In this pre-and post-test quasi-experimental research study, the authors explored the above broad questions in Grade 10 Financial Mathematics following guided discovery and mathematical modelling principles. Fifty-four (54) Grade 10 students at a Government High School in Johannesburg, South Africa, participated in the study. One group of students was taught following guided discovery and modelling principles and another group was taught the same contents but following explicit instruction. Students' mean scores were compared at the end of the interventions. Two teachers with similar experience and qualifications taught the two groups independently. The main findings revealed that although the overall performance in the posttest appeared similar in both groups, there was in fact a significant difference in understanding the concept of compound interest in the guided discovery and modelling group compared with the explicit instruction group. The research highlights the promise offered by the former teaching approaches over explicit instruction in supporting the understanding of difficult concepts to the students. Our findings led us to propose that foundation skills such as, plotting coordinate points, reading, and interpreting graphs, substituting into, and using formulas, and factorizing algebraic expressions should be thoroughly covered at the lower high school to prepare students to cope with more challenging related concepts at the higher level.

Comparison shopping is good financial practice, but situations involving numbers and computations are challenging for consumers with math anxiety. We asked North Americans (N = 256) to select the better deal between two products differing in volume and price. As predicted, math anxiety was negatively related to performance on this Price Comparison Task. We then explored the mechanism underlying this relation by testing math competency, price calculation ability, need for cognition, and cognitive reflection as potential mediators. The results from a competing mediator analysis indicated that all factors, apart from need for cognition, served as significant independent mediators between math anxiety and performance on our Price Comparison Task. This study has important implications for how--and why--math anxiety relates to a person's ability to accurately compare product prices. These data suggest that consumers higher in math anxiety may represent a financially vulnerable population, particularly in the context of financial tasks that are inherently mathematical.

This paper discusses adults who are dealing with limited financial means under the premises of disability and over-indebtedness. To this end, the authors examined the concepts of vulnerability, financial literacy and the numerate environment for systematising and presenting findings from a qualitative secondary analysis of qualitative data sets derived from two research projects, having explored the numeracy practices of adults with learning difficulties and of adults facing overindebtedness. By this, the learner's micro level of acting out numeracy is brought to the fore, revealing the multidimensional features of a numerate environment and of adults' numeracy strategies in order to handle financial matters in daily life. The analysis identified the common ground of the most significant competency domains of financial literacy according to both data sets (revenues, expenses and consumption, and budget management) and identified the numeracy strategies developed and used. In conclusion, the authors suggest further discussion of vulnerability as a relative and relational category that supports a pedagogical understanding of adult basic education and adult numeracy with a resource-oriented perspective.

Nearly half the adult population in developing nations lacks a formal bank account and other financial services. Ghana is no exception, having a massive community of unbanked adults and among those countries positioned at the bottom of the spectrum of financial inclusion. The advent of mobile financial services (MFS) claims an alternative mode to financial inclusion. MFS, fundamentally implemented using SMS and USSD code, essentially encompasses mobile wallets, cash out, and over-the-counter transactions overgrowing globally, has a vast potential to minimize impediments to financial inclusion. However, mobile financial services' sustainability is threatened by cybercriminals or fraudsters while reaching a global penetration rate of 91% in 2020, and this figure keeps growing by 3% yearly. This qualitative exploratory study aimed to explore security methods cybersecurity managers needs to implement to minimize cyber fraud of mobile financial services in Ghana. The research purports to identify viable methods leaders of MFS operators need to implement to reduce fraudsters' threats. The exploratory design was used as the lens to explore this phenomenon in-depth. A sample size of seven and 12 semi-structured interview questions were used as a data collection instrument. Lack of proper security methods and internal control processes were identified as the major causes of cyber fraud in MFS. Seven databases (Web of Science, ProQuest, ABI, EBSCO, IEEE, Sage, Google Scholar, Pub/Med, and Scopus) were searched using standard and adapted search syntax. The study also provided recommendations on the ecosystem and the processes needed to utilize mobile technology's full potential.

This study provides a research-based approach to reimagining the world language classroom through open educational resources (OER), primarily in higher education. Using quantitative and qualitative analyses, we provide insight into students' perceptions of OER in world language education classrooms, with a specific focus on conversation courses. The results of the current investigation suggest that OER, and digital platforms in general, align with the values, behaviors, and learning styles observed in Generation Z students: environmental awareness (Falc, 2013), financial consciousness, and organic interconnectedness via social media. Most participants recruited for the study (n = 84) had used some type of online platform or digital resource while in college and said they were (or would be) comfortable using such resources in the world language classroom. To that end, most participants considered such materials to be more practical, engaging, entertaining, and relevant to everyday life than traditional textbooks. In fact, the survey items addressing the use of digital materials in world language courses were among the most highly ranked items in the survey. Consequently, the pedagogical implications of this study suggest that instructors consider using open educational resources that meet the interests, principles, and learning styles of Generation Z students, especially as they relate to world language learning.

Recessions may disproportionally affect school districts, especially with established fiscal institutions and policies including balanced budget requirements, tax and expenditure limitations, and school finance reforms. Analyzing the Great Recession and school districts in the United States between 2003 and 2016, we estimated difference-in-differences models leveraging variation in state recession severity to evaluate revenue and expenditure impacts as well as to measure differential recession effects for districts exposed to and not exposed to fiscal institutions and policies. Although revenues and expenditures increased relative to pre-recession levels in all districts, increases were much larger in school districts with less severe than more severe recessions. Balanced budget requirements exacerbated recession effects for low-income districts, and local tax and expenditure limitations intensified recession effects for high-income districts. School finance reforms worsened recession effects for all districts. Our findings can aid districts in understanding potential recessionary impacts, given their prior established fiscal policies and institutions.