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1.
《The Professional geographer》1999,51(4):610-620
Books reviewed: Robert W. Christopherson (ed.) Elemental Geosystems Gertjan Dijkink National Identity and Geopolitical Visions: Maps of Price and Pain David Farrell Krell Architecture: Ecstasies of Space, Time and the Human Body Victor L. Mote Siberia: Worlds Apart Richard Pillsbury No Foreign Food: The American Diet in Time and Place Grant R. Staff Changing Cape Town: Urban Dynamics, Policy, and Planning During the Political Transition in South Africa David Briggs, Peter Smithson, Kenneth Addison, and Ken Atkinson Fundamentals of the Physical Environment H.J. DeBlij and Peter O. Miller Physical Geography of the Global Environment Chris Park The Environment: Principles and Applications Alan Strahler and Arthur Strahler Introducing Physical Geography 相似文献
2.
《The Journal of geography》2012,111(4):160-167
This study provides an in-depth investigation of Turkish primary school students’ perceptions of geography. Gender differences in students’ perceptions of geography were investigated, including definitions of geography and its field of study. The findings showed that landforms, our geographical regions/Turkey, mapwork, and countries dominated among students’ definitions. Geography topics cited were mainly within the physical geography category and mostly those of landforms and cartography. A chi-square test revealed a statistically significant difference between girls and boys in the Turkey category and the history-related issues category. 相似文献
3.
《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
4.
《The Journal of geography》2012,111(6):273-274
Abstract Children Map the WorldSelections from the Barbara Petchenik Children's World Map Competition Jacqueline M. Anderson, Jeet Atwal, Patrick Wiegand, and Alberta Auringer Wood editors. Redlands, CA: ESRI Press, 2005. 128 pages ISBN: 1-58948-125-9 $24.95 World Atlas of Natural Hazards Bill McGuire, Paul Burton, Christopher Kilburn, and Oliver Willetts Oxford University Press Inc./Arnold Publishers. 2004. 128 pages ISBN 03407640582004 $295.00 相似文献
5.
《The Journal of geography》2012,111(4):151-155
Abstract The No Child Left Behind (NCLB) legislation has resulted in declining classroom time dedicated to geography instruction, especially in grades K-8. To combat this problem, a National Geographic Society Grosvenor grant provided resources allowing 28 teacher-authors to generate a package of more than 80 lessons that combine the teaching of geography and mathematics skills tested on Arizona's state mandated testing. When taught in 113 piloting classrooms that mirror Arizona's student demographics, GeoMath lessons generated statistically significant increases in performance in math skills and improved understanding of geography standards. In addition, a fourth of the K-8 piloting teachers surveyed felt that teaching GeoMath lessons increased in their level of comfort in teaching mathematics. Given the success of this GeoMath strategy, and a prior GeoLiteracy program, we advocate here a national agenda of articulating geography curriculum to high-stakes tested subjects of reading and math. 相似文献
6.
《The Journal of geography》2012,111(6):280-285
Abstract Successful curriculum development that will have impact upon individual American classrooms remains the key to maintaining the momentum of Geography for Life: National Geography Standards 1994. Teachers and students must be able to translate the national geography standards from the national stage to the local classroom setting to become geographically informed people. One example of this development for elementary urban geography is the Main Street lesson plan. It encourages observation and analysis required by Standard 4: The geographically informed student knows and understands the physical and human characteristics of places. After testing in a variety of Missouri classrooms, instructors thought that Main Street was a unique way of studying urban places and allowing students to gain a greater understanding of place. 相似文献
7.
Standards-Directed Education: The Good,the Bad,and the Ugly 总被引：1，自引：1，他引：0
《The Journal of geography》2012,111(6):271-272
Abstract GIS Concepts and ArcGIS Methods, David M. Theobald Fort Collins, CO: Conservations Planning Technologies, 2003. 342 pp. ISBN 0-9679208-2-5 $55.00 (paper) Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong, James W. Loewen New York: A Touchstone Book, Simon &; Schuster. 1995. 383 pp. Figures, references, and index, ISBN: 0684818868. $14.00 (paper). 相似文献
8.
《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
9.
Kevin Romig 《The Journal of geography》2017,116(4):180-184
Significant changes in textbook publishing are at college instructors' door. Textbook representatives are directed to mesmerize potential clients with eye-catching displays and statements about digital literacy of the next generation of college students. Based on a one-year pilot study, in 2014–2015, of an electronic textbook, this commentary shares real experiences with the digital tools, contextualizes the shift in textbook publishing and research on student outcomes, and provides insight in navigating through the Brave New World of digital texts and adaptive learning tools. 相似文献
10.
《The Journal of geography》2012,111(4-5):198-201
Abstract The International Baccalaureate Organiz-ation (IBO) is doing much to promote the teaching of geography in schools. Since its establishment in 1968 to provide a common curriculum and university entrance credential for children of a geographically mobile international com-munity, it has evolved and now includes schools in national systems all over the world. As part of the curriculum group Individuals and Societies, geography is the-matic in organization, human in focus, and comprehensive in coverage. The geo-graphy syllabus can prove challenging to both teachers and students. Workshops are provided in each region to introduce new teachers to the assessment standards and practices of the IBO. 相似文献
11.
《The Professional geographer》2013,65(4):506-515
Abstract Mobile, location-aware computing technology is widely available. In this article we sketch out a manifesto on mobile computing in geographic education (MoGeo) for consideration and debate within the geographic community. At the core of our argument is the idea that emerging mobile computing technologies will allow teachers to bring the classroom and pedagogic materials into the field, and that the resulting in situ educational experience will enhance learning by contextualizing the complex and abstract concepts that we teach. We provide a set of key principles that can guide the development of field experiences for students using these new technologies. 相似文献
12.
Traditional ecological knowledge (TEK) guides resource management across the globe, but is at risk amid social and ecological change. This has prompted numerous calls for TEK maintenance efforts, but these remain largely unexamined in the literature. Here, we discuss three examples of in situ TEK maintenance from Malekula Island in Vanuatu, locally known as kastom schools. Based on qualitative data, we find that the kastom schools may create several opportunities to maintain TEK (e.g., establishing local control over education), and argue that they represent the creative and adaptive management of tradition in dynamic social–ecological contexts. However, a number of challenges, both practical (e.g., lack of funding) and epistemological (e.g., changing modes of cultural transmission), threaten the efficacy of the kastom schools. We argue that in situ modes of TEK maintenance have promise, but that issues of power and heterogeneity require serious consideration if such measures are to succeed. 相似文献
13.
《The Journal of geography》2012,111(3):99-109
14.
Jamison Miller 《The Professional geographer》2018,70(1):165-173
Emerging less than a decade ago, the term EDUPUNK sought to encapsulate the nascent rebellion against the corporatism and neoliberal ideology permeating digital aspects of higher education. A loose association of academic technologists with interests in net neutrality, open source software, hacktivism, and so on, the EDUPUNK movement has also been informing the adoption of various open practices in higher education, including open educational resources (OER). Intriguingly, university administrators and policymakers—attracted by aspects such as increased access and lower costs for students—are taking notice. In this article, I focus on developments from across the state of Virginia to introduce a critical praxis landscape from within higher education. Thus, I showcase some of the opportunities for critical technology praxis within the neoliberal(izing) university. 相似文献
15.
《The Journal of geography》2012,111(2):69-77
Abstract The interpretation of landscapes is an important way to learn about geography in environmental education. A Landscape Guide to the Bachelor Reserve applies geographic/historical and biological/ecological perspectives to the interpretation of ten landscape scenes along a three-mile walking tour. For each scene, the guide describes the environmental setting, the composition and structure of the vegetation, and the history of human influences. Questionnaire and field assessments document a well-received interpretive tool, and the need to guide participants across land transitions and interpret land use history clearly. Landscape guides can be used in school/community land labs and contribute to holistic learning and multidisci-plinary exercises in formal and informal environmental education programs. 相似文献
16.
《The Journal of geography》2012,111(5):152-157
Abstract A Southern Poverty Law Center grant enabled purchasing dolls representing children of different races, ethnicity, and condition of disability. The teacher used these with other materials to sensitize kindergarten children to human differences. She directed them to cut pictures from National Geographic Magazine showing people who are “somehow different/' Responses from children were classified. Nine commented on adornment, three on household setting, two on occupation, and one on race. Little research exists on teaching geography to kindergarteners except on the ability to read maps. The authors contend that kindergarteners are quite ready to learn about regional differences among human populations. 相似文献
17.
《The Journal of geography》2012,111(1):40-45
Abstract Richard Edes Harrison. The Ginn World Atlas. Ginn &; Co., Statler Office Bldg., Boston 17, Mass., 1963. 62 pages (single page 7 1/2 × 10 in.) with table of contents, colored maps and index. $1.00. National Geographic Society. Atlas of the World. National Geographic Society, Washington 6, D.C., 1963. 304 pages, including 115 pages of 11-color maps, with 127,071 place names. With introduction, table of contents, etc. The price for the standard edition in a flexible, leather-grained plastic cover is $18.75. The deluxe edition with hard-backed cover in a matching slipcase and gold-stamped lettering with the owner's name is $24.50. Mary Louise Clifford. The Land and People of Afghanistan. J. B. Lippincott Company, E. Washington Sq., Philadelphia, Pa., 1962. 160 pages, illustrated with photographs, map and index. $3.25. Pradyumna P. Karan and William M. Jenkins, Jr. The Himalayan Kngdoms: Bhutan, Sikkim, and Nepal. D. Van Nostrand Co., Inc., 120 Alexander St., Princeton, N.J., 1963. 144 pages with preface, table of contents, appendix, bibliography and index. Included are maps and sketches. $1.45. Donald B. Cole. Atlas of American History. Ginn and Co., Statler Office Bldg., Boston 17, Mass., 1963. 151 pages with table of contents, maps and index. $1.60. (paperback) D. M. LeBourdais. Stefansson: Ambassador of the North. Harvest House Limited, 220 Elm Ave., Montreal 6, P. Q., Can., 1962. 204 pages with table of contents, map and index. $2.50 (paperback) Elvajean Hall. The Land and People of Norway (Portraits of the Nations Series). J. B, Lippincott Co., E. Washington Sq., Philadelphia 5, Pa., 1963. 158 pages with table of contents, one place name map, photographs and index. $3.25. Sir Alan Burns. Fiji. British Information Services, 845 Third Ave., New York 22, N.Y., 1963. xv and 255 pages with table of contents, illustrations, photographs, drawings, maps, appendices and index. $6.00. George B. Cressey. Asia's Lands and Peoples. McGraw-Hill Book Company, Inc., 330 West 42nd St., New York 36, N.Y., 1963. 652 pages plus table of contents and index. $9.95. S. Carl Hirsch. The Globe for the Space Age. The Viking Press, 625 Madison Ave., New York, N.Y., 1963. 88 pages including table of contents, index, drawings, suggestions for further reading and list of globe manufacturers. $8.75. Cuchlaine A. M. King. An Introduction to Oceanography. McGraw Hill Book Company, Inc., 330 West 42nd Street, New York 36, N.Y., 1963. xii and 337 pages with table of contents, index and illustrations. $7.95. William Bixby. Waves, Pathways of Energy. David McKay &; Co., Inc., 119 W. 40th St., New York 18, N.Y., 1963. 160 pages, illustrations, suggested further readings index. $3.50. Hans H. Lansberg, Leonard L. Fischman and Joseph L. Fisher. Resources in America's Future: Patterns of Requirements and Availabilities 1960–2000. Johns Hopkins Press, Baltimore 18, Md., 1963. 1067 pages with black and white and colored ilustrations, table of contents, appendices and index. $15.00. C. Daryll Forde. Habitat, Economy &; Society. E. P. Dutton &; Co., Inc., 201 Park Avenue South, New York 3, N.Y., 1963. xv and 500 pages with preface, table of contents, illustrations, maps, drawings, chapter references, bibliography and index $2.35. Patricia Horkheimer Suttles. Educators Guide to Free Science Materials, 4th ed. Educators Progress Service, Randolph, Wis., 1963. XV and 313 pages with publisher's foreword, table of contents, general directions, title index, subject index, source and availability index and eleven units. $7.75. Irwin Isenberg (associate editor). The Soviet Satellites of Eastern Europe. Scholastic Book Services, Scholastic Magazines, Inc., New York, N.Y., 1963. 159 pages with photographs and index. Sixty-five cents, (paperback) 相似文献
18.
Lex Chalmers 《New Zealand geographer》2005,61(2):148-157
Abstract: Expressions of dissatisfaction about the post‐compulsory Geography curriculum in the early 1970s were unusually concerted, leading to the creation of a National Geography Curriculum Committee. This essay reviews this history and the resulting Syllabus for Schools: Geography Forms 5–7 as a prelude to a discussion of contemporary curriculum development. The essay argues that curriculum development from 1975 and the ‘education reforms’ of the late 1980s failed to produce conditions in which satisfactory outcomes for a Geography curriculum can be assured in 2005, and that a new and concerted period of participation in curriculum discussion is required. Some goals for this process are outlined in the final section of the paper. 相似文献
19.
《The Professional geographer》2013,65(6):50-55
The Arctic Bibliography Struggle for Africa English Topographic Terms in Florida, 1563–1874 Culture Worlds Economic Statistics of Texas 1900–1952 Water Requirements Survey, Red River Basin, Texas Geography from the Air The Columbus Atlas Map of Caribbean Oil Oil in the Soviet Union Goode's World Atlas Regional Atlas World Resource Statistics 相似文献
20.
《The Professional geographer》2013,65(2):49-50
American Commodity Flow and Rail Traffic Flow Maps of American Comstol and Foreign Ocean Traffic A Geographer's Reference Book Atlas Cellsal de E l Salvador Geology of Olympic Nationnl Park Current National Bibliographies Colorado Cartography Status of Topographic Mapping lrrigation Civilizations: A Comparative Study Natural-Gas Statistics World Economic Geography: With an Emphais on Principles The Timor Problem: A Geographical Interpretation of an Underdeveloped Area An Economic Survey of Communist China Improving the Work Skills of the Nation Yearbook oJ Internatioml Trade Statistics 1954 Geophysics I: The Earth's Body Yearbook of the United Nations 1954 Boletin Aereo del Instituto Panamericano de Geografia e Historia 相似文献