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1.
《The Journal of geography》2012,111(5):527-529
Abstract This article deals with the issue of providing geographic training to prospective teachers from the perspective of a secondary school teacher who also teaches a social studies methods course. Research in educational journals provided a background for describing the lack of geographic training among social studies teachers. While the National Geographic Society's alliance network is addressing this issue among practicing teachers, there is still a need to include some geography training for preservice teachers. Suggestions are offered for including geography within the context of the social studies methods course. A plea is also made for geography professors to include the new National Geography Standards in their courses, especially in introductory courses. 相似文献
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《The Journal of geography》2012,111(4):444-452
3.
《The Journal of geography》2012,111(8):465-472
Abstract This paper outlines the experimental programs of the Commission on Geography and Afro-America in its attempt to develop a multi-phased graduate training and assistance program leading toward the improvement of geography programs at predominantly black institutions of higher education. Comments on the status of geography at black colleges and universities are made as well as an assessment of the black college role in higher education. The commission's objectives, its varied activities and programs are also discussed. Throughout the paper, an attempt is made to informally evaluate progress to date and to speculate on the commission's future programs and directions. 相似文献
4.
《The Journal of geography》2012,111(5):217-218
Abstract Project GeoSim is a multidisciplinary effort by members of Virginia Tech's Departments of Geography and Computer Science, College of Education, and Learning Resources Center to develop computer-aided education (CAE) software for introductory geography and related classes. GeoSim laboratory exercises draw on the five fundamental themes of geography for their subject matter. The programs emphasize interactive learning combining the information capabilities of Geographic Information Systems (GIS) with the techniques of computer simulation. The result is a series of geographic explorations that will make available some of the most exciting aspects of geography to a potential audience of 425,000 introductory geography students per year. 相似文献
5.
《The Journal of geography》2012,111(5):534-537
Abstract Geography For Life: National Geography Standards 1994 offers university geographers opportunities in the areas of program assessment and development. This article describes an assessment process that is applicable to both individual courses and geography programs. The process can strengthen programs by making them more consistent. As a result, geography may have a more powerful presence in teacher certification programs. Additional techniques for enhancing geography's role in preservice education curricula are also outlined. Finally, the article expresses concern that geographers at the university level will not take the recently published National Geography Standards seriously, thinking they apply only to K-12 education. They are challenged to extend the Standards' scope and content to the baccalaureate degree. 相似文献
6.
Effectiveness of Teaching Pedagogical Content Knowledge Through Summer Geography Institutes 总被引：1，自引：1，他引：0
《The Journal of geography》2012,111(3):427-433
Abstract Research presented in this paper addresses two fundamental questions: how effective have state geographic alliance summer geography institutes (ASGIs) been in changing the classroom teaching behaviors of participants, and to what extent do the institutes reflect characteristics of effective inservice training? Both questions are grounded in Shulman's concept of pedagogical content knowledge—the notion that effective teaching requires knowledge of how specific ideas and procedures in a particular content domain can best be taught. On-site evaluations and four follow-up evaluations provided data regarding the strengths and weaknesses of the institutes as well as evidence regarding the institutes' long-term effectiveness in promoting change in geography instruction. Results of the study indicate that ASGI graduates not only make substantive changes in how they teach geography, but also conduct high-quality inservices that lead to changes in the teaching practices of their colleagues. 相似文献
7.
《The Journal of geography》2012,111(1):25-35
Abstract Geography, long the neglected step-child in the field of social studies education, evinces signs of emerging as one of its key integrating elements. Its prominent inclusion and embellishment in both national and state standards and state assessments bodes well for its future. Higher education's role in this endeavor is paramount. The successful understanding, integration, and alignment of geography standards require the fashioning of exceptional university alliances. Inter-departmental mutuality of purpose and effort can, indeed, produce the next generation of caring and competent geography educators. 相似文献
8.
《The Journal of geography》2012,111(6):259-268
Abstract Environmental agencies in most states have an environmental education Web page that can point geography teachers to a variety of opportunities and resources to enhance their teaching. Most states provide linkages to local and national programs such as Project WET and Project WILD, and access to lesson plans and other teaching materials. A number of state agencies have environmental resource centers, teacher workshops, and grant programs for field trips and class projects. A few states have workshops that provide graduate academic credit and special certification. Much of the content of these programs contributes to fundamental geographic education themes as specified in the 1983 Guidelines in Geographic Education K–12 and Geography for Life: National Geography Standards 1994. 相似文献
9.
《The Journal of geography》2012,111(6):260-261
Abstract A baseline geography test was administered to over 3,000 Indiana college students enrolled in introductory geography courses. The National Council for Geographic Education Competency-Based Geography Test, Secondary Level, Form II, was used to measure the 1987 level of geographic ability in the areas of map skills, place-name location, physical geography, and human geography. Personal information gathered from each respondent included age, sex, travel experience, and level of geographic education. Older students scored better while geographically immobile groups scored lower. A strong correlation was found between travel and geographic knowledge. Findings show low overall geographic ability and that factors of age, travel experience and gender are correlated with certain aspects of geographic knowledge and skills. 相似文献
10.
《The Journal of geography》2012,111(1):30-36
Abstract After fifteen years of geographic education efforts, a baseline geography skills test was repeated in Indiana. In 2002, 2,278 students in college freshman geography courses were tested with a revision of the National Council for Geographic Education Competency-Based Geography Test, Secondary Level Form II. The test measured geographic ability in map skills, place name location, physical geography, and human geography. As in 1987, the 2002 test gathered personal information from each student on age, gender, travel experience, and prior geographic education. Test scores were lower by two percent in 2002. Travel and lifetime experience are again the best teachers of geography as opposed to high school geography course work. Significant performance differences persist between gender and ethnic groups. Arts and science students perform significantly higher than students from education, business, and other schools. Test results underscore the need to emphasize more intentional classroom focus on state standards and preparation of classroom teachers. 相似文献
11.
《The Journal of geography》2012,111(4):453-458
Abstract In 1992, the State of Alaska Department of Education embarked on a standards-writing process as part of its Alaska 2000 reform effort. Supported by a Frameworks Grant from the U.S. Department of Education, standards were written in geography, government/civics, and history during 1993 and 1994. This article highlights an extensive statewide public consensus process used to generate the Alaska 2000 Geography Standards, which were modeled after Geography for Life: National Geographic Standards 1994. 相似文献
12.
《The Journal of geography》2012,111(5):216-219
Abstract The Geographical Association (GA) is an international association of over 10,000 geography educators headquartered in Sheffield, England. The National Council for Geographic Education (NCGE) and the GA have similar goals. The GA's annual conferences provide an excellent opportunity to begin geography education partnerships between the NCGE and the GA. Operating exhibits and teaching workshops on geographic information systems at the last three Geographical Association conferences at universities in England afforded the opportunity to network with teachers and pave the way for future collaboration. 相似文献
13.
《The Journal of geography》2012,111(5):519-523
Abstract This paper discusses a model program for preparing secondary geography teachers in the Department of Geography at the University of Northern Colorado. The key feature of the program is the presence of an outstanding secondary teacher in residence throughout the year who team-teaches the Teaching Methods in Geography and World Geography courses with geography faculty, modeling effective ways of teaching the subject. Students are paired with Colorado Geographic Alliance teacher-consultants in summer institutes and for student teaching. Analysis of formative evaluation data collected through the third year provides some measure of the program's success. Students have responded favorably to the use of a variety of teaching strategies, the opportunity to discuss with faculty why certain strategies are utilized, and how their own constructed lessons have worked in their student teaching. They have also reported that their understanding of geography has improved from taking the team-taught courses. 相似文献
14.
《The Professional geographer》2013,65(2):199-201
Millicent Todd Bingham was the first and only woman to earn a Ph.D. in the Department of Geology and Geography at Harvard. A talented linguist, she published in the classic tradition of the French school of human geography. Her professional geographic career came to a halt when she elected to edit the poems and letters of Emily Dickinson, work originally begun by her mother, Mabel Loomis Todd. Bingham's efforts resulted in the publication of several books and articles fundamental to the Dickinson scholarship. She credits her geographic training for much of her literary success. 相似文献
15.
《The Journal of geography》2012,111(4-5):167-174
Abstract Geography increasingly relies on training of professionals who can apply geographic concepts to solve real-world problems. The planning profession for years has been training professionals to work in the area of community planning. Planning programs typically include experiential learning modules throughout the curriculum. This article looks at how community planning approaches can be incorporated into geography programs in lower level courses to: (1) provide exposure to practical applications of geographic concepts; (2) give students experience with team dynamics; and (3) provide students with experience in real-world client relations. Advantages and challenges of experiential learning are identified and discussed. An example of an experiential learning exercise adapted from a planning application is presented. The exercise was developed to enhance learning in a geography curriculum. 相似文献
16.
《The Journal of geography》2012,111(2):39-46
Abstract Consistent with developments in American education pedagogy, geography educators have made great strides exploring a wide range of high- and low-tech methods for teaching and learning geographic concepts. This article draws on a qualitative analysis of essays in which college students discuss tenets of the National Geography Standards in the context of Jules Verne's Around the World in Eighty Days. Most of the students in this study reported that not only did their knowledge of the world increase after completing the course assignment but that their interest in the discipline increased as well. 相似文献
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18.
Looking Toward the Future: A Concepts,Themes, and Standards Approach to Preservice Teacher Education
《The Journal of geography》2012,111(5):513-518
Abstract Preservice teacher education based on content, skills, and perspectives specified in Geography for Life: National Geography Standards 1994 is essential for dissemination of the Standards to classrooms all across the country. Curricular materials are often structured around the five fundamental themes of geography; however, it is essential that teacher preparation courses integrate the content of the Standards into the themes of location, place, human—environment interaction, and region. One model of this approach to preservice education, as summarized here, provides future teachers with a conceptual basis for learning and teaching geography, enhancing opportunities for disseminating solid geography content to all grade levels nationwide. 相似文献
19.
《The Journal of geography》2012,111(4):155-160
Abstract Reform in geography education, as reflected in Geography for Life: National Geography Standards (1994) for the U.S.A., favors a constructivist approach to learning. This study examines the acceptance of this approach among students in two upper secondary schools in China. A lesson was developed to illustrate interactive problem solving methods. The students reacted positively to the lesson. The instructional practices stimulating their response and the potential for problem solving geography educational methods in China are discussed. 相似文献
20.
《The Journal of geography》2012,111(3):101-111
Abstract Geography became established as a separate discipline in American higher education institutions in the late nineteenth century. The Midwest served as the hearth area from which the discipline diffused outward. The number of new departments grew steadily until the 1960s, when a dramatic increase in the number of establishments took place. Since the 1970s, geography has gone through a period of retrenchment, with the number of new departments decreasing and department closings increasing. Representation of these changes through cartographic techniques clearly depict the establishment, expansion and contractions of geography departments at the college and university level beginning in the late 1800s and concluding with the present decade. 相似文献