Making Space for Community-Engaged Scholarship in Geography

Geography has a long tradition of community-engaged research and teaching. Conventional institutional and departmental norms in many U.S. universities and colleges, however, often discourage such engaged scholarship and teaching, especially among junior faculty. We argue that geographers are well poised to unravel society's twenty-first-century intractable problems if engaged scholarship is more intentionally supported. As community geographers in junior faculty positions at research-intensive universities, we discuss our experiences with placing community engagement at the core of our scholarship, highlighting opportunities for a more robust integration of engaged scholarship in academic geography.     

Making the Connections: Infusing the National Geography Standards into the Classroom

Abstract

How will the National Geography Standards change the way teachers teach? The Standards will provide teachers with a geographic perspective that will enable them to teach improved geography content while building geographic skills and knowledge that will benefit their students for the rest of their lives. By taking a fresh look at the content in the curriculum from a geographic perspective, teachers can make connections between the Geography Standards and our own classrooms. The Standards provide information and strategies for teaching geography. They can be used to create lessons which offer opportunities for students to “do” geography and apply the skills they are learning.     

谈创设中学地理多媒体教学情景

本文就中学地理多媒体教学情景创设的依据和重要意义,结合具体教学实例,从创设多媒体教学情景类型和教育作用等方面进行了论述.     

命制地理教学评价试题实践的理性思考

试题是地理教学评价的载体,受命题者知识背景和命题技术的限制,试题命制常存在缺陷影响考试的信度和效度。命题者要深刻理解地理学科的核心概念、知识的逻辑和结构,准确把握学业质量标准的内涵,掌握适当的命题技术,才能命制出高质量的试题。本文结合实践案例,从考试目标设定、文献资料选择、信息筛选、问题创设、参考答案设置的角度,探讨命制科学考查地理学科素养试题的方法。     

G. Stanley Hall,Child Study,and the Teaching of Geography

Abstract

G. Stanley Hall (1844-1924), founding president of Clark University, was a leader in the child study movement and a significant figure in psychology and education in the late nineteenth and early twentieth centuries. Hall had pronounced opinions on many educational subjects, including the teaching of geography. His criticisms and program for the reform of school geography were based on a mix of European ideas of heimatkunde or “home geography,” developmental or “genetic” psychology, and his work in the child study and nature study movements. This article traces Hall's involvement with geographic pedagogy from the 1880s through World War I, including his sponsorship of the first American Ph.D. dissertation in the teaching of geography, completed at Clark in 1906.     

An Outline of Home Geography for Paterson,N. J.

Abstract

Paul E. Lydolph. Geography of the U.S.S.R. John Wiley and Sons, Inc., New York, 19G4. 451 pages. $10.95.

C. L. White, E. J. Foscue, and T. L. McKnight. Regional Geography of Anglo-America (third edition). Prentice-Hall, Inc., Englewood Cliffs, N.J., 1964, 506 pages with table of contents and index. $8.95.

K. J. Collins and D. D. Harris. A Regional Geography of Victoria. Whitcombe and Tombs Pty., Ltd., Melbourne, 1964. 164 pages with table of contents and index. About $3.50.

Paul W. Copeland. The Land and People of Syria. J. B. Lippincott Company, Philadelphia, 1964. 157 pages; photographs, one map, table of contents anl index, $2.93.

David W. Lantis, Rodney Steiner and Arthur E. Karinen. California: Land of Contrast. Wadsworth Publishing Company, Belmont, Calif., 1963. xvii and 509 pages with maps, illustrations, appendices, bibliography and index. $11.25.

Askell and Doris Löve (editors). North Atlantic Biota and their History. The Macmillan Company, New York, 1963. xii plus 430 pages. $15.00.

John H. Hodgson. Earthquakes and Earth Structure. Prentice-Hall, Inc., Englewood Cliffs, N.J., 1964. 166 pages with table of contents, index and 91 illustrations (including diagrams, maps and photographs). $3.95.

Thomas R. Ford. Health and Demography in Kentucky. University of Kentucky Press, Lexington, Ky., 1964. vii and 150 pages. $3.50.

Hiram Martin Chittenden. The Yellowstone National Park. University of Oklahoma Press, Norman, Oklahoma, 1964.

L. P. Smith. Weather Studies. The Macmillan Company, 60 Fifth Ave., New York 11, N.Y., 1963. 100 pages with table of contents, tables, graphs and 4 pages of plates. $2.45 (paperback).

Editors of Scholastic Magazines. Map Skills Project Book I and Book II. Scholastic Book Services, New York, 1964. Maps and drawings by David Lockhart; 32 pages in each book. $0.25 each.     

Geography,Race, and Quantification

This article reviews how race, quantification, and raced quantification have been used and written about in geography. Its two primary arguments are that race should be more central in the discipline and that a reluctance to address ontological and epistemological issues has left quantitative geography methodologically impoverished. These two issues merge in an examination of two cases where race is employed as a variable in quantitative models. The critique of these cases is not meant as a condemnation of quantitative geography but as an instructive example on which to construct a critical quantitative geography. The article ends by stressing the importance of quantification in geography and by presenting exemplars of race-critical quantification.     

The Course in Geography in the State Normal School at Salem,Mass.

Abstract

During academic year 1999–2000, the Geography Department at Michigan State University (MSU) launched a program of online geography courses. Since then, four undergraduate online geography courses have been collectively developed and delivered to over 4,500 domestic and international students in association with MSU's Virtual University Design and Technology (vuDAT). The creation of each virtual course has taught valuable lessons concerning course development and administration; interactions with students have shed insight on course structure, content, and instruction. This article addresses development, management, and pedagogic concerns pertinent to the operation of online geography courses and offers suggestions to others who wish to develop online courses. Preliminary evidence on the effectiveness of these courses is also presented.     

从福利地理学到福祉地理学：研究范式重构

史密斯提出的福利地理学分析范式是福祉地理学研究的重要理论基石。但由于发展观演变、福利向福祉概念的转向、福祉概念的复杂性、地理哲学思潮多元化及研究手段多样化等因素,使得福利向福祉拓展以及福利地理学向福祉地理学发展。分别从本体论、认识论、方法论和伦理性等方面探究了从福利地理学到福祉地理学的研究范式转向及特征,以此研究了福祉地理学研究范式的嬗变和新范式的理论基础,构建了福祉地理学的研究概念、哲学基础与方法体系。