Intermediate school's trip to India: Preparing for competence     

Robyn Andrews 《New Zealand geographer》2014,70(3):201-209

In November 2010, students from a Palmerston North intermediate school embarked on a 2‐week excursion to India. Qualitative research was carried out before, during and after the trip. Results discussed in this article focus primarily on the students' account of their trip, especially their perceived cultural competence and their explanation for it. Accounts of their competence are also offered by the parents and teachers, for example, they especially valued the students' extensive school‐based preparation. Insights gained from the experiences of this trip may be applied to other, including older, cohorts of students embarking on overseas school field trips.  相似文献   

Using Photography to Visualize Children's Culture of Play: A Socio‐Spatial Perspective     

Bryan Shao‐Chang Wee  Peter Anthamatten 《Geographical review》2014,104(1):87-100

Visual methodologies have great potential to offer insight into children's culture and how it shapes childhood. We explore children's culture of play in an urban, low‐income neighborhood using photographs as a means of encouraging participatory research with elementary school students. Focus group interviews were conducted to validate children's perspectives on play, and all data were analyzed inductively using open coding to develop categories and emergent themes. Findings suggest that adults often define the physical boundaries of play, but children were largely able to determine the nature of their activities. Children's culture of play in this study highlighted issues of power and privilege, while concurrently emphasizing the socio‐spatial nature of childhood.  相似文献   

(Re)constructing women: scaled portrayals of privilege and gender norms on campus     

Jen Gieseking 《Area》2007,39(3):278-286

How are privilege and/or particular gender norms for women spatially (re)produced over time and how are they challenged and changed? In interviews and mental mapping exercises with 32 students and graduates of an elite US women's college from graduating classes spanning 1937 to 2006, women's class and gender norms and expectations are found to have been produced, reproduced and reworked in their everyday experiences during college. Participants portray these norms through the scales of the body, institution and extra-institution in regards to the particular social and physical space of the campus. Participants' experiences, as depicted in these scales, indicate that class norms remained stable over generational cohorts, but gender norms shifted drastically because the privilege found within and granted by the elite women's college campus allowed for and prompted such changes. Transformations of women's gender norms also correspond with changes in the larger social sphere with a particular split in how participants could enact their privilege to alter their gender norms before and after the late 1960s.  相似文献   

ETHNIC AND NATIONAL IDENTITIES OF AFRICANS IN THE UNITED STATES*     

SUSAN E. HUME 《Geographical review》2008,98(4):496-512

ABSTRACT. The emerging scholarly literature on contemporary African migration to the United States has primarily focused on populations concentrated in large urban areas. In contrast, this study considers the experiences of African university students living in two distinctly different places, Eugene, Oregon, and Washington, D.C., to examine how the context of the local host community shapes ethnic and national identities. Specific contextual variations under consideration are the extent to which newcomers have contact with coethnics/conationals and access to material and nonmaterial culture. Results based on thirty‐six in‐depth interviews show that, despite easy access to coethnics, some students in the Washington metropolitan area readily identified with conationals. Likewise, in the absence of coethnics in Eugene, many students described strengthening national identities; and, in the absence of conationals, they have constructed panethnic African identities. Additional research into the experiences of newcomers in various host‐community contexts is needed.  相似文献   

Are teachers and students ready for the new middle school geography syllabus in Sweden? Traditions in geography teaching,current teacher practices,and student achievement     

Lena Molin  Ann Grubbström 《Norsk geografisk tidsskrift. Norwegian journal of geography》2013,67(3):142-147

The article examines the relationship between selective traditions in geographical education, what middle school teachers choose to emphasise in geographical education, and student achievement. The study, conducted in Sweden, is based on observations made by students in teacher training programmes, interviews with teachers, and analyses of a test administered to middle school students. It shows that selective traditions in geographical education are strong, resulting in a focus on country-related knowledge and map-reading skills. Both teachers and students seem unclear about what other subject-specific skills geography teaching provides. Furthermore, students have difficulty achieving a high level of geographic reasoning. The authors argue that a subject-specific language in geography is important in both teaching and assessment. They stress that students need more practice in geographic reasoning, since this is required by the new curriculum and in the national test in geography for Year 6 (i.e. pupils in the age range 12–13 years). The study adds to earlier research by highlighting Swedish middle school teaching, which is a neglected field within curriculum studies, and by using a combination of methods to analyse the impact of selective traditions.  相似文献   

地理信息技术在高中地理教学中的应用     

冉建  欧阳霏霏  严斌  龚志荣 《云南地理环境研究》2019,(2):75-78

地理信息技术在高中地理教育中的作用越来越重要,根据2017年《普通高中地理课程标准》提出的具体内容要求和学业要求,对地理信息技术在高中地理教育中的重要性作了具体的论证;教学中的具体应用案例表明,将遥感、全球定位系统、地理信息系统应用于普通高中地理教学,不仅可以极大的增强学生的学习兴趣,还可以培养学生的地形解读和空间思维能力;同时结合中国普通高中的实际情况,对地理信息技术在高中地理教学中面临的问题也进行了一定的探究,并给出了合理的建议。  相似文献   

Learning about distant places through the Internet: Young students as global citizens?     

Ståle Angen Rye 《Norsk geografisk tidsskrift. Norwegian journal of geography》2013,67(3):148-156

The article explores how the use of the Internet in school settings influences the way young people develop as citizens in an interconnected world and the possible implications for teaching geography subject at school. First, this topic is approached theoretically through a discussion of new forms of citizenship. The issue is investigated by using interview data and observations on the use of the Internet by upper secondary school students in Norway when searching for information about distant places. During the interviews, knowledge about tropical rainforests was used as a practical example. The main finding is that although the students could access information about a large part of the world from their laptop, a distance remained between the students and the rainforests and those who live in them. The article also reveals that, although it is often argued that the national context is weakened as a frame for civic engagement, the students referred to it as a basic frame when engaging with what is distant. Thus, it may be questioned how the use of the Internet in schools contributes to the development of students as global citizens.  相似文献   

Will you escort your child to school? The effect of spatial and temporal constraints of parental employment     

《Applied geography (Sevenoaks, England)》2013

Children's independent mobility in many urban areas in the United States has been in decline. This implies that children's out-of-home travel involves the company of adults more often than before. This need requires parents to seek ways to balance work-family life. This study examines the factors that influence a parent-child joint trip to school in dual-earner households, with special consideration given to parental work arrangements and location, which act as intra-household temporal and spatial constraints. The study is carried out in the five-county Los Angeles region, drawing from household travel diaries from the 2001 Southern California Association of Governments (SCAG) Post Census Regional Household Travel Survey. The results show that parental employment, especially the mother's, is a very important factor influencing the probability of a joint trip to school. In terms of temporal constraints, longer working hours will reduce the likelihood that a child will be escorted by its parents. However, the option of flexible work hours offsets the negative effect of long working hours by offering a higher degree of scheduling flexibility. In terms of spatial constraints, the closer the mother's workplace is to the school, the more likely it is that the child will be escorted by the parents. This research provides important evidence that a child's joint trip is heavily influenced by the parents' work schedule and location. The findings shed light on how the provision of certain employment policies and programs may affect joint trips to school.  相似文献   

‘Not every body's cup of tea’? Theoretical perspectives in school geography          下载免费PDF全文

Mike Taylor 《New Zealand geographer》2016,72(2):144-150

Geography teaching that highlights theoretical perspectives may help develop students’ critical disciplinary thinking, despite foundational knowledge being described to New Zealand geography teachers as ‘not every body's cup of tea’. This article extends the tea metaphor by contrasting two cultivations of theoretical perspectives in school geography. Unlike the two major cultivars of the Camellia shrub, however, this paper argues that perspectives have been minimally grown through one cultivar that focuses on the views of case study individuals and organisations. A maximal cultivation of perspectives is advanced in order to progress school‐aged understanding of the diverse nature of geographical knowledge.  相似文献   

Field Trips as Valuable Learning Experiences in Geography Courses     

《The Journal of geography》2012,111(6):236-244

Abstract

Field trips have been acknowledged as valuable learning experiences in geography. This article uses Kolb’s (1984) experiential learning model to discuss how students learn and how field trips can help enhance learning. Using Kolb’s experiential learning theory as a guide in the design of field trips helps ensure that field trips contribute to internalizing relevant geographical theory and concepts. Three types of field trips are presented: an informal survey of a neighborhood, a more formal scavenger hunt, and a virtual field trip using Google Earth.