Development of a K--12 Financial Education Curriculum Assessment Rubric

2015 ◽  
Author(s):  
Rebecca Herman ◽  
Angela Hung ◽  
Jeremy Burke ◽  
Katherine Carman ◽  
Noreen Clancy ◽  
...  
Keyword(s):  
Financial Education ◽  
Education Curriculum ◽  
Curriculum Assessment ◽  
K 12 ◽  
Assessment Rubric

Media Arts: Arts Education for a Digital Age

2010 ◽  
Vol 112 (8) ◽  
pp. 2118-2153 ◽  
Author(s):  
Kylie A. Peppler
Keyword(s):  
Classroom Environment ◽  
Arts Education ◽  
New Technologies ◽  
Research Question ◽  
Digital Age ◽  
Digital Design ◽  
Media Art ◽  
Education Curriculum ◽  
Media Arts ◽  
K 12

Background/Context New technologies have been largely absent in arts education curriculum even though they offer opportunities to address arts integration, equity, and the technological prerequisites of an increasingly digital age. This paper draws upon the emerging professional field of “media arts” and the ways in which youth use new technologies for communication to design a 21st-century K-12 arts education curriculum. Description of prior research on the subject and/or its intellectual context and/or policy context Building on sociocultural theories of constructionism as well as Dewey's theories of the arts and aesthetics as a democratic pedagogy, this study draws upon over three years of extensive field study at a digital design studio where underprivileged youth accessed programming environments emphasizing graphics, music, and video. Purpose/Objective/Research Question/Focus of the Study This study documents what youth learn through media art making in informal settings, the strengths and limitations of capitalizing on youth culture in media art production, and the distinct contributions that media arts education can make to the classroom environment. Research Design A mixed-methods approach was utilized that analyzed data from participants and professional interviews, an archive of youths’ media art, and videotape documentation of youth at work on their projects. Conclusions/Recommendations Findings point to the ways in which youth engage with technology that encourages active learning and how new types of software can be used to illustrate and encourage this process.

La experiencia del polo de educación financiera del estado de Paraíba

2021 ◽  
pp. 116-145
Author(s):  
Bruno F. Frascaroli
Keyword(s):  
High School ◽  
Basic Education ◽  
Public Policies ◽  
Financial Education ◽  
School Education ◽  
High School Education ◽  
Education Curriculum ◽  
External Effects

Financial education is one of the most recent themes in the scope of public policies, given its elevated capacity to generate positive external effects (LUSARDI, 2006). The challenge created with its integration into the National Common Curricular Base (BNCC) in 2020 hints at this relevance. It became the apex among several areas of knowledge, by becoming part of a series of subjects included in the Primary and High School Education curriculum. The idea is that this movement leads to a reformulation of the Basic Education curriculum through the efforts of all subnational entities, aimed at preparing pedagogical projects at schools that include financial education (BANCO CENTRAL DO BRASIL, 2013).

What Is Different About Deaf Education? The Effects of Child and Family Factors on Educational Services

2016 ◽  
Vol 51 (1) ◽  
pp. 27-37 ◽  
Author(s):  
Pamela Luft
Keyword(s):  
Hearing Loss ◽  
General Education ◽  
Hard Of Hearing ◽  
Deaf Education ◽  
Family Factors ◽  
Educational Services ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
K 12 ◽  
General Education Classrooms

Deaf education is characterized by several distinctive aspects, beginning with qualities unique to deaf and hard-of-hearing (DHH) children and their families. Consisting of approximately 1.2% of the special education K-12 population, educational and disability systems often struggle to meet the unique challenges that these children and their families present. The result is that services and practices may be atypical and unlike those found to be successful with other populations. Despite new technological and personnel accommodations, far greater numbers placed in general education classrooms, and access to the general education curriculum, these children remain unable to perform commensurate with their abilities or at levels equivalent to their peers either with or without disabilities. Achievement has improved little over four decades, further attesting to the complexity of successfully mitigating the effects of early childhood hearing loss and that educating DHH children is different.

scholarly journals The experience of the financial education hub in the state of Paraíba

2021 ◽  
Author(s):  
Bruno F. Frascaroli
Keyword(s):  
High School ◽  
Basic Education ◽  
Public Policies ◽  
Financial Education ◽  
The State ◽  
School Education ◽  
High School Education ◽  
Education Curriculum ◽  
External Effects ◽  
Education Hub

Financial education is one of the most recent themes in the scope of public policies, given its elevated capacity to generate positive external effects (LUSARDI, 2006). The challenge created with its integration into the National Common Curricular Base (BNCC) in 2020 hints at this relevance. It became the apex among several areas of knowledge, by becoming part of a series of subjects included in the Primary and High School Education curriculum. The idea is that this movement leads to a reformulation of the Basic Education curriculum through the efforts of all subnational entities, aimed at preparing pedagogical projects at schools that include financial education (BANCO CENTRAL DO BRASIL, 2013).

scholarly journals A experiência do polo de educação financeira do estado da Paraíba

2021 ◽  
Author(s):  
Bruno F. Frascaroli
Keyword(s):  
High School ◽  
Basic Education ◽  
Public Policies ◽  
Financial Education ◽  
School Education ◽  
High School Education ◽  
Education Curriculum ◽  
External Effects

Financial education is one of the most recent themes in the scope of public policies, given its elevated capacity to generate positive external effects (LUSARDI, 2006). The challenge created with its integration into the National Common Curricular Base (BNCC) in 2020 hints at this relevance. It became the apex among several areas of knowledge, by becoming part of a series of subjects included in the Primary and High School Education curriculum. The idea is that this movement leads to a reformulation of the Basic Education curriculum through the efforts of all subnational entities, aimed at preparing pedagogical projects at schools that include financial education (BANCO CENTRAL DO BRASIL, 2013).

Technical Education Curriculum Assessment

2004 ◽  
Vol 29 (3) ◽  
pp. 181-194 ◽  
Author(s):  
Jonathan Keiser ◽  
Frances Lawrenz ◽  
Jim Appleton
Keyword(s):  
Technical Education ◽  
Education Curriculum ◽  
Curriculum Assessment
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