Elementary Preservice Teachers’ and Teacher Educators’ Perceptions of Financial Literacy Education

The authors conducted an online survey of elementary teacher education programs within a large midwestern state to assess preservice teachers’ and teacher educators’ beliefs about and preparedness to teach financial literacy. Very few preservice teachers had meaningful experiences with personal finance in high school, college, or personal decision making. No teacher educators reported ever teaching financial literacy in their higher education roles. Only 13% of teacher educators and 25% of preservice teachers thought that it was very important to teach financial literacy in elementary education. Most teacher education faculty and preservice teachers reported that they were not well qualified to use state economics standards or the JumpStart standards for financial literacy. Preservice teachers were more confident in meeting financial literacy standards than teacher educators. Both preservice teachers and teacher educators expressed openness to collaborating with other faculty members, members of the financial service industry, and parents to teach financial literacy. Follow-up phone interviews affirmed that elementary preservice teachers and teacher educators value social studies education (and financial literacy) less than reading and mathematics education. Qualitative results also suggest that elementary preservice teachers and teacher educators would like more easily accessible resources for teaching financial literacy.     

Generating Dynamic Democratic Discussions: An Analysis of Teaching With U.S. Presidential Debates

Researchers have found that when young people participate in discussions of controversial political issues, they often become more politically engaged and informed (Hess, 2009 Hess, Diana E. (2009). Controversy in the classroom: The democratic power of discussion. New York, NY: Routledge.[Crossref] , [Google Scholar]). Nonetheless, some educators avoid fostering such discussions because they can become heated and distract from academic learning (Hess, 2002 Hess, Diana E. (2002). Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers. Theory &; Research in Social Education, 30(1), 10–41.[Taylor &; Francis Online] , [Google Scholar]). Presidential elections, including the highly publicized debates, provide substantial material for discussions of major national and international issues, but no published research has examined how educators can leverage these events to generate productive civic learning experiences. In this article, we analyze data collected in seven high school classrooms during the 2012 presidential election to examine the challenges and opportunities associated with generating substantive, dynamic discussions of presidential debates. Our findings indicate that students enjoyed learning about candidates' different perspectives and that certain strategies were especially helpful for fostering substantive discussions: (a) scaffolding students' preparation for discussion; (b) providing opportunities for students to address open-ended questions; (c) redirecting students' engagement in competitive, interpersonal dynamics to learning about public issues; and (d) countering students' partisan tendencies. We discuss implications for practice and research and present a conceptual framework for generating dynamic, substantive democratic discussions.     

REPEATED LOBBYING BY COMMERCIAL LOBBYISTS AND SPECIAL INTERESTS

Developing a lobbying model of repeated agency, we explain previously unexplained features of the real‐world lobbying industry. Lobbying is divided between direct representation by special interests to policymakers, and indirect representation where special interests employ professional intermediaries called commercial lobbyists to lobby policymakers on their behalf. Our analytical structure allows us to explain several trends in lobbying. For example, using the observation that in the United States over the last 20 years, policymakers have spent an increasing amount of their time fundraising as opposed to legislating, we are able to explain why the share of commercial lobbyist activity in total lobbying has risen dramatically and now constitutes over 60% of the total. The key scarce resource in our analysis is policymakers' time. Policymakers allocate this resource via implicit repeated agency contracts that are used to incent special interests and commercial lobbyists to provide a mix of financial contributions and information on policy proposals. These implicit agency contracts solve both an information problem in the presence of unverifiable policy information and a contracting problem in the absence of legal enforcement. These repeated relationships, that are often described using the pejorative term “cronyism” in the popular press, may in certain circumstances be welfare improving. (JEL D72, D82, H1, P16)     

Explaining Accessibility and Satisfaction Related to Healthcare: A Mixed-Methods Approach

Accessibility and satisfaction related to healthcare services are conceived as multidimensional concepts. These concepts can be studied using objective and subjective measures. In this study, we created two indices: a composite healthcare accessibility index (CHCA) and a composite healthcare satisfaction index (CHCS). To calculate the CHCA index we used three indicators based on three components of multidimensional healthcare accessibility: availability, acceptability and accessibility. In the indicator based on the component of accessibility, we included an innovative perceived time-decay parameter. The three indicators of the CHCA index were weighted through the application of a principal components analysis. To calculate the CHCS index, we used three indicators: the waiting time after the patient arrives at the healthcare service, the quality of the healthcare, and the healthcare service supply. These three indicators making up the CHCA index were weighted by applying an analytical hierarchy process. Three kinds of regressions were subsequently applied in order to explain the CHCA and CHCS indices: namely the Linear Least Squares, Ordinal Logistic, and Random Forests regressions. In these regressions, we used different independent social and health-related variables. These variables represented the predisposing, enabling, and need factors of people´s behaviors related to healthcare. All the calculations were applied to a study area: the city of Quito, Ecuador. Results showed that there are health-related inequalities in regard to healthcare accessibility and healthcare satisfaction in our study area. We also identified specific social factors that explained the indices developed. The present work is a mixed-methods approach to evaluate multidimensional healthcare accessibility and healthcare satisfaction, incorporating a pluralistic perspective, as well as a multidisciplinary framework. The results obtained can also be considered as tools for healthcare and urban planners, for more integrative social analyses that can improve the quality of life in urban residents.     

“This will help your children”: Service providers’ experiences with military families during cycles of deployment

ABSTRACT

Military families face not only the same challenges as other families, but also unique issues due to their military involvement. Parenting programs for civilian families can be helpful, but they do not generally cover the specific issues faced by military families. The purpose of this qualitative study was to gather information from a focus group of eight service providers about the types of issues that affect military families, such that content and delivery of workshops at a social service agency could be formed to specifically cater to military families. This study utilized a phenomenological approach, and analyses revealed areas for social service involvement around the cycle of deployment. Specifically, social services could be helpful by using psychoeducational and normalization techniques around the five major themes that resulted from this study: (1) the issues of servicemembers psychologically withdrawing before deployment, (2) family cohesion and connectedness during and after deployment, (3) family stability during reintegration of the service member, (4) military families experience many of the same challenges that nonmilitary families do (such as domestic violence and financial issues), and (5) utilizing a military culture framework for all military family programs.     

Service user involvement in social work education: experiences from Germany and implications for a European perspective

ABSTRACT

Service user involvement (SUI) in social work education has gained widespread attention in Europe and other continents. Nevertheless, experiences on including service users in social work education have not been reported from Germany or other German-speaking countries to date. This paper reports preliminary experiences with implementing SUI in a bachelor’s programme of social work in a German University of Applied Sciences. The main goals of the current paper are (1) to provide a background for implementing service user approaches in Germany by introducing the structure of social work education in Germany; (2) to report experiences from a weekend seminar where service users worked together with students of social work in the framework of a curriculum of a German University of Applied Sciences and (3) to formulate some implications of these experiences for SUI across Europe. The main results were that introducing service user involvement into a German curriculum of social work is possible but needs careful reflection and planning. Experiences gathered in the weekend seminar with service users were encouraging for service users, students and teachers. We conclude that systematically implementing SUI into German curricula of social work is important.     

“Family? … Not Just Blood”: Discursive Constructions of “Family” in Adult,Former Foster Children’s Narratives

Framed by Relational Dialectics Theory, this study explores the ways adult, former foster children discursively construct meanings of “family.” Contrapuntal analysis of 24 interviews revealed two discourses as competing to constitute family: the Discourse of Family as Irreplaceable and Inescapable (Permanence) and the Discourse of Family as Performative Kinning (Performance). Permanence was constituted by themes of biology and historical connection, reifying normative understandings. Performance, comprised of role enactment, need for tolerance, and unconditional love, challenged the Permanence discourse. Throughout the narratives, Performance competed with Permanence for dominance, illustrating the cultural pervasiveness and power of Permanence yet, in some moments, privileging the marginalized Performance discourse. This discursive competition constructed meanings of family in narratives of life before, during, and after foster care. Overall, participant’s talk constructed complex webs of family relationships, allowing access to an important social institution—family—regardless of the presence/absence of culturally valued markers of family (e.g., biology, legality).     

A meta-analysis of the pique technique of compliance

A random-effects meta-analysis was undertaken to examine the effectiveness of the pique technique of compliance-gaining. Results indicated an overall significant effect of the pique technique on increased compliance rate across 17 comparisons (r = .27). Moderator analyses showed the technique worked significantly better than controls in gaining compliance when a smaller amount was requested, when the reason for the request was included, and when the technique was used in France. In addition, the pique technique was more successful than control requests in terms of the total amount of money or time given by participants and the percentage of participants inquiring about the requests. Theoretical and practical implications for the success of pique technique are discussed for future research.