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Citizenship, Social and Economics Education

ISSN Print: 2047-1734

ISSN Online: 2047-1734

Website: https://journals.sagepub.com/loi/csea

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Economics and the civic mission of social studies education: Two critiques of neoclassicism

Erin C Adams

A comparative study of the Confucius Institute in the United Kingdom and the British Council in China

Liexu Cai

Examining a measure of spiritual capital: Perceptions of business and education majors

Thomas A Lucey

An evaluation of the potential impact of standardised assessments on the promotion of pupil autonomy in Scottish education, from the perspective of Dearden’s view of autonomy

Jill Steel

Challenges to measuring Chinese students’ perceptions of freedom of expression: An application of Rasch analysis

Lixia Qin,Mario Torres

Service

Leda Barnett

Elections as an Opportunity of learning Civic Education and Political Participation for teenagers

Jacky Yaakov Zvulun,Yigal Harel

Financial literacy among high school students: Evidence from India

J.D Jayaraman,Saigeetha Jambunathan

Democracy and emancipation in teacher education: A summative content analysis of teacher educators’ democratic assignment expressed in policies for Teacher Education in Sweden and Ireland between 2000

Geraldine Mooney Simmie,Silvia Edling

Goals, commitment and peer effects as tools for improving the behavioural outcomes of financial education

Leonore Riitsalu

Sociopolitical efficacy as a mediator of pedagogical experience and sociopolitical involvement

Marinda K Harrell-Levy

A review of financial

Aisa Amagir,Arie Wilschut,Henri？tte Maassen van den Brink,Wim Groot

Global Citizenship Education and Human Rights in Scottish education: An analysis of education policy

Stephen J Daniels

Young adults’ knowledge and understanding of personal finance in Germany: Interviews with experts and test

Ann-Katrin Rüspeler,Jasmin Rothweiler,Manuel F？rster,Roland Happ

Evaluating financial literacy curriculum for young adults with special needs: A review of content, universal design for learning, and culturally responsive curriculum principles

Mary Beth Henning,Sarah Johnston-Rodriguez

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