The Adoption Of Specialized High School Financial Literacy Curriculum Modules
Abstract
This article explores the implementation of sophisticated financial literacy teaching materials developed specifically for a high school audience in a high technology environment. Considerable research has been devoted to understanding both the general reasons that innovation does or does not get adopted by the target population and the specific aspects of implementation of new curriculum materials at the high school level. Recent work evaluating successes and failures in the implementation of new curricula for foreign languages, mathematics, physics and general science is reviewed in order to draw inferences that may assist in an implementation program for financial literacy modules. Questions of the following types are addressed: Are there risks to the teacher in adopting novel curricula? Does extensive professional development need to accompany new curriculum adoption? Are there psychological hurdles that teachers need to address before adoption? Are there institutional impediments? How does teacher work environment affect adoption?
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