流动视角下跨国教育空间的构建：国际学校案例

流动视角下对多元教育空间的理解需要反思教育与不同地理空间和过程间的相互塑造,以及教育流动过程的关系化本质。以广州某典型国际学校为例,通过参与式观察和半结构化访谈等质性研究方法,分析了跨国教育空间构建过程中全球与本土、流动与驻留（stillness）间的张力。研究表明：知识、人、空间等要素以相互依托和嵌套的方式进行跨国流动,将国际学校打造为全方位、多层次的跨国“教育飞地”;同时,流动的过程并不意味着是对驻留的否定,两者同时塑造着学校空间。一定程度本土要素的加入并没有动摇学校作为国际教育机构的根基。总体来看,教育资源的整体性跨境流动在物理空间、社会服务和阶层意义上形成了与本土间的隔离。构建于本土的跨国教育未能实现真正的跨文化互动和联系,反而进一步强化了文化的差异和边界的形成。研究对教育地理学的丰富和国际化背景下城市特殊空间的研究具有积极推动意义。     

义务教育资源资本化相关研究进展与述评

优质公立义务教育资源对国内城市住房价格具有强烈的资本化效应,引发了相对显著的居住群分现象,已成为公共服务领域的热点问题。既有综述类研究缺乏对教育资源资本化的系统性探讨。论文在对教育资源资本化概念与形成机制进行解析的基础上,从教育资源对住房价格的影响、教育资源资本化计量、教育群分与应对策略3个视角进行述评。首先,分别从学校教育质量的测度及其对住房价格的影响、教育资源可达性的测度及对住房价格的影响2个方面,进行“教育资源对住房价格的影响”相关研究综述。其次,通过对测度教育资源资本化的4类典型方法(特征价格法、边界固定法、工具变量法、双重差分法)、部分典型空间经济计量模型与地理加权回归模型及相关应用进行评述,来梳理“教育资源资本化计量”相关文献。最后,围绕择校或学区政策可能引发的教育群分现象、缓解过度教育群分问题的政策研究,概述“教育群分与应对策略”的研究进展。入学政策效应追踪与评估、缓解教育群分现象的系统研究框架构建、覆盖各学段的教育资源资本化测度、针对各学段更加有效的学校可达性测度方法设计、国内租购同权政策下教育资源资本化的动态变化等,或可成为进一步探讨的方向。     

“Doing Geography”: Evaluating an Independent Geographic Inquiry Assessment Task in an Initial Teacher Education Program

The assessment task of the final course in a bachelor of secondary education program is examined for opportunities for preservice geography teachers to achieve the course aims of integrating, consolidating, applying, and reflecting on the knowledge and skills they have learned during their initial teacher education program. The results show that the preservice teachers did better in some areas (integrating, consolidating, and reflecting) than in others (applying). This has implications for curriculum renewal in geography methods courses—specifically to provide more opportunities for preservice teachers to practice applying the knowledge and skills they have gained during the program, essential for their future roles as senior geography teachers.     

中国高等教育经费投入空间格局及形成机理研究

利用Cartogram专题地图分析1995~2011年中国省际高等教育经费支出空间分布差异的基础上,采用Wolfson极化指数与循环累积因果原理分析高等教育经费投入空间差异化的形成机理,得出结论：① 中国高等教育经费投入总体呈“东、中、西”阶梯状递减的非均衡空间格局,空间极化日益显著;生均教育经费虽然比较均衡,但仍呈“东西两大地带隆起而中部塌陷”的特征;部属院校教育经费非均衡性与地方院校相比更为突出。②中国高等教育经费投入区域差异是受国家政策主导,在人口分布、地理环境、经济发展水平及资金收益率等多因素的影响下形成的复杂循环累积效应所致。     

辽宁省义务教育资源配置差异的时空演变分析

构建义务教育资源配置评价指标体系,采用塞尔系数计算方法,从整体差异、地市间差异和地市内部差异研究2005—2012年辽宁省义务教育资源配置差异。结果表明:1辽宁省义务教育资源配置差异整体呈逐渐扩大的趋势,从办学条件、师资力量和资源配置方面考虑,地市间差异贡献率大于地市内,地市间发展不平衡是造成辽宁总体义务教育资源配置差异的根本原因,办学条件差异是造成义务教育资源配置差异的主要体现。2从时空演变分析看,辽宁省各地市间义务教育师资力量差异在8年间变化不大,办学条件和资源配置变化趋势一致,呈"N"型;辽宁省各地市内小学、初中义务教育资源配置差异呈现出东南部和西部(丹东、本溪、鞍山、锦州、葫芦岛、朝阳)减弱、北部和南部(铁岭、大连)平稳、中部(沈阳、抚顺、辽阳)倒"U"型变化以及西北部(阜新)和辽东湾东北岸(盘锦、营口)扩大的时空演变特征。3均衡配置教育资源,平衡区域教育资源发展,加大对薄弱地区、学校的投入力度,鼓励教师深造,实现教师流动是合理发展辽宁省义务教育资源配置的有效措施。     

A Comparison of the International Charters on Geographical Education

This article uses discourse analysis techniques associated with Foucauldian archaeology to examine the two international charters developed by the International Geographical Union Commission on Geographical Education (IGU-CGE), the original one in 1992 and the revised version endorsed in 2016 at the Beijing conference. The examination considers the consultation and development processes before outlining similarities and differences in the messages communicated and how discourses have changed through time. The article concludes with recommendations for the geography education community for the future.     

Introduction to Focus Section: Out in the World: Geography's Complex Relationship with Civic Engagement

Geographers have long been at the forefront of participating in and exploring the intersection of geographic knowledge and community-engaged research. This Focus Section highlights key debates and challenges facing geographers who participate in community-engaged work, explorations of pedagogical and ethical practices, departmental and institutional challenges, and examples of thoughtful applications of geographic knowledge to community-based work. It also seeks to generate knowledge and discussion of how geographers can employ civic engagement to advance geographic learning and enhance the profile of the discipline within and beyond higher education institutions. By focusing on such issues, this collection of articles contributes in vital ways to meet the challenges that higher education institutions face in demonstrating the relevance of academic learning to societal issues. This introduction to the Focus Section reviews the historical context of civic engagement in geography, provides a broad-scale look at the state of civically engaged research in U.S. institutions of higher learning, and highlights the contributions of each of the individual articles included in this Focus Section.     

Giant Maps as Pedagogical Tools for Teaching Geography and Mathematics

Giant maps offer a potentially useful pedagogical tool for teaching mathematics and map skills. In this pilot study, giant maps were distributed to elementary schools in Colorado and New Hampshire and teachers were provided with guided activities designed to integrate mathematics and geography skills. In an assessment of student skills, it was found that there were improvements in map-use skills and that students improved in some skills more than others. Additionally, there were differences in gender; girls improved more in their scores for some skills and less than boys in others. The teaching benefits of giant maps merit additional investigation.     

Bridging High School and Introductory Undergraduate Courses in Geographic Information Science and Technology

This article presents the findings of a study to determine the degree of consistency in what is taught and learned in high school and college-level introductory courses in geographic information science and technology (GIS&T). A content analysis identified sixteen topics that are generally representative of the knowledge, skills, and abilities developed in introductory undergraduate courses. The findings were used to propose a standard college-level survey course in GIS&T that could inform future efforts to introduce more academically rigorous GIS&T coursework in high schools, such as through the Advanced Placement Program.     

Green Laboratories: University Campuses as Sustainability “Exemplars” in the Arabian Peninsula

ABSTRACT

Like many universities in the West, universities across the Arabian Peninsula are increasingly home to various conspicuous sustainability initiatives. This article examines this trend at three of the region’s most prominent projects: NYU-Abu Dhabi in the Emirates, Qatar Foundation’s Education City, and Saudi Arabia’s King Abdullah University of Science and Technology. Based on the textual analysis and informed by fieldwork in these countries since 2012, this article joins interdisciplinary research in political geography, sustainability experimentation, and laboratory studies to understand their iconic campuses not as enclaves, but as “exemplars” of sustainability and renewable energy futures in the region. Tracing their effects beyond their walls, I argue that they have mostly been limited to symbolically injecting sustainability into public discourse. While more substantial shifts toward sustainable development in the region are underway, these have largely stemmed from market forces rather than a new environmental consciousness promoted by these three iconic universities.