Illustrative Materials for Geography

Abstract

Studies dealing with characteristics of housing and settlement have been based almost entirely on field observation or aerial photographs. However, this report uses information from the Department of Census and Statistics of Ceylon to plot the distribution of dwellings with specific construction material characteristics for Ceylon, thus indicating an aspect of rural housing characteristics and settlement. Use of dwelling construction materials such as mud, clay, stone, brick, cadjan, and thatch can be related to physical characteristics of the area involved, availability of building materials, and level of living and culture of the inhabitants. Cost of construction material must also be considered. If similar housing data, but more complete and of greater scope, were available from the census of every nation, much could be achieved rapidly in the geography of settlement.     

Geography Associations and the Teacher

Abstract

The World Book Encyclopedia of People and Places.Chicago: World Book Inc. 1992. $174.00 (school price: $149.00).

The Spanish-American Homeland: Four Centuries in New Mexico's Rio ArribaBaltimore and London: 1992. The Johns Hopkins University Press. 294 pp. $39.95, cloth. ISBN 0-8018-3990-4.

Place, Modernity, and the Consumer's WorldBaltimore: The Johns Hopkins University Press. 1992. 35 illustrations, endnotes, author index, subject index, ISBN 0-8018-4336-7.

Environmental Hazards in the Valley of MexicoLincoln, Nebraska: National Council for Geographic Education, Great Plains National. 60 slides, annotations, bibliography, $70.00.

Asian Americans: An Interpretive HistoryBoston: Twayne Publisher. 1991. xv and 242 pp., Maps, photos, chronology, bibliography, index. ISBN 0-8057-84373. $1 1.95, paperback.

Latin America and the Caribbean: A Systematic and Regional Survey     

GEO-Teach: A Preservice Teacher Preparation Program in Geography

Abstract

GEO-Teach is a project funded by the Fund for the Improvement of Preservice Education (FIPSE). The project aims to develop a model preservice curriculum at the secondary level. It incorporates the newly published National Geography Standards and merges content with pedagogy through partnerships with faculty in education and other social and behavioral sciences to deliver the curriculum. School teachers act as mentors to students in the program.     

Mentoring: A New Approach to Geography Teacher Preparation

Abstract

Geography teacher preparation is an ongoing problem for the discipline. Changes in certification requirements and federal and state educational policies have diminished the role of colleges and universities in educating teachers. At the same time, geography education reform efforts have resulted in higher standards and an increased quantity of geography in the curriculum, pre-service programs have failed to produce an adequate supply of highly qualified geography teachers. This paper suggests that geographers implement geography mentoring programs to improve the quality of geography instruction in early-career teachers. A model developed for the National Geographic Society is described. The model uses Teacher Consultants as mentors to assist novice teachers at the stage in their development when they are most ready to improve practice: between years two and five of their career.     

Hydrological Research and the Status of Physical Geography Journals: Increasing the Impact of Physical Geography in the Academy

Physical geographers are often confronted with the decision of whether to publish in geography or nongeography journals. The present study seeks to quantify the number of articles with a significant hydrology content published in geography versus hydrology journals by physical geographers from 1997 to 2002 using the ISI Web of Knowledge electronic database. Of 690 articles published in the 10 selected geography and hydrology journals during the period of study, over four‐fifths were published in hydrology journals. Based on our interpretation of the data, the comparatively smaller audience in geography and the risk of acquiring fewer citations compels physical geographers to publish in hydrology journals for increased visibility. A critical mass of physical geographers should consider publishing some of their work in physical geography journals to elevate the status of geography in the academy.     

The Role of the Geography Teacher in Democracy Fulfillment

Abstract

Economic Restructuring and Political Response by Robert A. Beauregard, ed. Newbury Park, 1989. 245 pp. ISBN 0-8039-3184-0. $16.95, paper.

Exploring Your World: The Adventure of Geography The Special Publications Division, The National Geographic Society, 1989.

The Incredible Adventures of Daniel Boone's Kid Brother, Squire by Fred Conway New Albany, IN: FBH Publishers. 1992. 110 pp. ISBN 0-9925165-08-5. $9.95, paper.

Wine and the Vine: A Historical Geography of Viticulture and the Wine Trade by Tim Unwin New York,NY: Routledge. 1991.Index. 409 pp. ISBN 0-415-03 120-6.     

地理教学中其他学科知识的渗透

建构主义学习理论研究表明"知识是主体借助自身已有的知识经验能动地建构起了关于客体的认识."即学习总要涉及学习者原有的认知结构,学习者总要以自身的经验,来理解和建构新的知识和信息[1].     

地理教学中其他学科知识的渗透

建构主义学习理论研究表明“知识是主体借助自身已有的知识经验能动地建构起了关于客体的认识。”即学习总要涉及学习者原有的认知结构，学习者总要以自身的经验，来理解和建构新的知识和信息。     

The Establishment of the Validities of Experimental Materials in Geography

Abstract

This paper describes the various procedures followed in validating some research tools to be used to investigate pupils' attitudes toward and achievements in geography taught by programmed instruction. The research tools consist of learning materials and measuring instruments. The learning materials include five geography programmed texts, five conventional texts in geography, and a familiarization program in civics. The measuring instruments also include a geography achievement test, and two attitude questionnaires designed to measure attitudes toward geography and programmed instruction. The paper highlights the roles of formative evaluation in preparing curriculum materials in geography.     

Experienced Teacher Participation in Preservice Programs: A Model in Geography at the University of Northern Colorado

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.     

Geography and Multiple Abilities Program: Innovations in Teacher Education-Reconnecting Teaching to Students' Needs

Abstract

The University of Alabama is now offering a new and innovative, five-semester program that provides preservice teachers with both knowledge of and skill in using strategies and teaching methods associated with general and special education. The goal of the Multiple Abilities Program (MAP) is to enable teachers to accommodate the wide range of learning styles and developmental readiness for instruction of all learners in a given classroom, regardless of the labels with which the children are identified. This article describes MAP in light of the geography strand of the MAP curriculum. MAP students work with five topics in geography, which they use to develop a greater understanding of how authentic teaching and learning of geography are mediated by cognitive, affective, and social needs of children. MAP students take a particular topic in geography and design and implement instruction for it by creating authentic learning activities that offer elementary school students an opportunity to explore the topic. The variety that is systematically planned into the activities is the major means of accommodating differences in cognitive ability, learning style, level of physical and social development, and cultural, ethnic, and socioeconomic diversity.