Writing a Successful Fulbright Group Projects Abroad Grant: Voices from a Journey to South Africa

Abstract

The authors share a successful Fulbright Group Projects Abroad grant award. The purpose of the grant was to enhance American educators' experience and knowledge of South Africa, in particular, and sub-Saharan Africa more generally. Toward that end, participants experienced a multifaceted view of South Africa's geographical diversity, both physical and cultural, through visiting three provinces and four major cities. Participants experienced people and places associated with reconciliation, segregation, and creolization, making comparisons with the U.S. historical experience. The program required participants to attend an orientation, participate in predeparture readings and to develop curriculum units that were shared at a national conference.     

Environmental Science Education Programs: Opportunities for Geographers

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.     

Effectiveness of Teaching Pedagogical Content Knowledge Through Summer Geography Institutes

Abstract

Research presented in this paper addresses two fundamental questions: how effective have state geographic alliance summer geography institutes (ASGIs) been in changing the classroom teaching behaviors of participants, and to what extent do the institutes reflect characteristics of effective inservice training? Both questions are grounded in Shulman's concept of pedagogical content knowledge—the notion that effective teaching requires knowledge of how specific ideas and procedures in a particular content domain can best be taught. On-site evaluations and four follow-up evaluations provided data regarding the strengths and weaknesses of the institutes as well as evidence regarding the institutes' long-term effectiveness in promoting change in geography instruction. Results of the study indicate that ASGI graduates not only make substantive changes in how they teach geography, but also conduct high-quality inservices that lead to changes in the teaching practices of their colleagues.     

Co-Mingling Geographic Education with Social Studies Methods

Abstract

Most preservice teachers complete their social science course requirements in isolation from their social studies methods course. This paper reports the unique co-mingling of one interdisciplinary social science course (emphasizing geographic and environmental education) with the social studies methods for a cohort of undergraduate preservice teachers. Integrating parts of their curricula, instruction, assignments, and assessments through a co-mentoring process and action research project connected professors and preservice teachers with children and their environments. A review of the professors' process accompanied by a summary of preservice teachers' projects and reactions describes the classroom experiences and pedagogical outcomes experienced by each group.     

Technology Integration in K–12 Geography Education Using TPACK as a Conceptual Model

There is a need for quality professional development programs and instructional models addressing the needs and challenges of K–12 technology integration in the geography classroom. This study used a mixed-methods design employing surveys and observations to evaluate teacher experiences within a professional development program focused on developing in-service geography teachers’ technological, pedagogical, and content knowledge (TPACK) through content-specific learning tools and resources. Results indicate that instructional scaffolding plays an important role in improving teachers’ ability to integrate technology in pedagogically meaningful ways geared toward enhancing students’ geographic inquiry skills.     

Year 11 geography teachers' response to the Darfield earthquake

When events such as the Darfield earthquake take place, it is assumed that the response from the geography teaching community provides the opportunity to reinforce the relevance of geography. This article reports the findings of a questionnaire which seeks to explore the question, ‘What were the characteristics of the learning and teaching of Year 11 Geography teachers in the weeks following the Darfield earthquake, September 4, 2010?’ The data offer empirical support for the agency of geography teachers' impressing the relevance of the subject to school students in response to an extreme natural event under New Zealand's collective backyard.     

测绘地理信息类专业教师顶岗锻炼研究与实践

通过测绘地理信息类专业教师参加顶岗锻炼的实践分析,对顶岗锻炼的意义和作用,以及顶岗锻炼的成效等进行了阐述,并从顶岗锻炼的目标和考核体系等方面进行了深入的探讨,为测绘地理信息类专业教师培养和教学改革提供思路,为教育教学质量的提高提供了保障。     

GIS Teacher Training: Empirically-Based Indicators of Effectiveness

In spite of various actions, the implementation of GIS (geographic information systems) in German schools is still very low. In the presented research, teaching experts as well as teaching novices were presented with empirically based constraints for implementation stemming from an earlier survey. In the process of various group discussions, the participants developed ideas for overcoming the constraints in the field of continuing teacher education among others. These ideas were used to create empirically based strategies for the future design of training activities in continuing education of teachers while taking these constraints into account. These strategies were later validated externally by comparing them to empirical findings on effects of training activities in continuing teacher education in general and empirical findings on GIS implementation from other studies.     

Syllabus change,student learning and teacher experiences

The new Republic of Ireland Leaving Certificate geography programme (taken by 16- to 18-year-olds), which was first examined in 2006, marked a major change in approach from its predecessor. This paper presents the results of a study that explored the learning outcomes in light of the stated aspirations of the syllabus, teacher perceptions and of society's expressed concerns about the nature of education today. Research data were obtained via interviews with teachers and questionnaire surveys with participants. The results from this study indicate that the new programme appears to have some impact on learning outcomes, both positive and negative.