ethanporcaro/eric-fulltext-meta huggingface dataset:
Geocapabilities: Toward an International Framework for Researching the Purposes and Values of Geography Education
Author: Solem, Michael
Date: 2013-00-00
Type: Journal Articles
Subjects: Models,Geography Instruction,Foreign Countries,Case Studies,Curriculum Development,Content Analysis,Global Approach,International Cooperation,Teacher Leadership,Comparative Analysis,Geography,Teacher Education

GeoCapabilities is a transatlantic collaborative project for researching the purposes and values of geography education through a &quot;capabilities approach.&quot; Inspired by the writings of philosopher Amartya Sen and economist Martha Nussbaum, the capabilities approach provides a normative framework for understanding the broader aims of geography in education and how these aims may be shared internationally, irrespective of differences in the scope and sequencing of national geography standards. We posit a capabilities approach also offers significant practical benefits by clarifying for teachers the ways geography imparts a &quot;powerful knowledge&quot; and an essential perspective for life and citizenship in a highly interdependent world. This article reports the outcomes of the first phase of research for GeoCapabilities. A content analysis was performed for the purpose of auditing the national geography standards in the United States, England and Finland for evidence of capabilities as intended educational aims for geography in schools, specifically with regard to the geo-capabilities of making personal choices for sustainability, being creative and productive in a global economy and culture, and achieving personal autonomy. This analysis is followed by a synthesis showing how the results of the three national case studies potentially provide a shared conceptual basis for geography curriculum making for human capability development across national boundaries. The article concludes with recommendations for expanding the research and enhancing curriculum making from a capabilities approach.
Student Perceptions of Fieldwork Utility across Three International Field Courses
Author: Rydant, A. L.
Date: 2013-00-00
Type: Journal Articles
Subjects: International Studies,Student Attitudes,Field Experience Programs,Field Studies,Geography Instruction,Skill Development,Student Surveys,Self Management,Information Management,Teamwork,Problem Solving,Communication Skills,Service Learning,Statistical Significance,College Students,Student Satisfaction,Foreign Countries

Fieldwork is a critical component in geographic education. This study examines the impact on the development of skills across six field courses, over five years, and among students from three institutions. A survey instrument comprised of 46 questions in eight categories serves as the vehicle for primary data collection. Student perceptions are examined in such conceptual skill sets as personal/self-management, cooperation and independence, managing information and data, teamwork, problem solving, and communication fluency. Results demonstrate the value of the field course experience in a number of key factors (including increased geographic knowledge, greater understanding and appreciation of local culture, and gaining a different perspective of skills management) in each of these sets, as well as institutional differences between students. Analysis also shows that a course with a service-learning component has important impacts. Implications for future research are noted.
Learning Geomorphology Using Aerial Photography in a Web-Facilitated Class
Author: Palmer, R. Evan
Date: 2013-00-00
Type: Journal Articles
Subjects: Geography,Photography,Higher Education,Educational Technology,Technology Uses in Education,College Freshmen,Laboratories,Natural Resources,Prior Learning,Correlation,Cognitive Style,Mathematics Skills,Visualization,Spreadsheets,Feedback (Response),Statistical Analysis,Student Attitudes

General education students taking freshman-level physical geography and geomorphology classes at Arizona State University completed an online laboratory whose main tool was Google Earth. Early in the semester, oblique and planimetric views introduced students to a few volcanic, tectonic, glacial, karst, and coastal landforms. Semi-quantitative analysis of student performance compared across prior experience using Google Earth, self-reported learning styles, and math backgrounds revealed no statistically significant correlations. Despite the online nature of the learning experience leading to logistical frustrations such as how to annotate screen captured imagery, qualitative analysis of student feedback agreed with prior similar research on the necessity for: scaffolding; clear learner objectives followed by a sequence of tasks results in superior student learning; and on the observation that students do not benefit from prior schema regarding math training or previous use of Google Earth to perform well. Supplementation with Google Street Views, panoramas, topographic maps, and terrain views enhanced student learning in several ways. First, self-declared kinesthetic learners preferred these supplements over self-declared visual learners. Second, these supplements gave the aerial photo experience more of the feel of a virtual field trip experience, which then aided student learning.
Using Educational Tourism in Geographical Education
Author: Prakapiene, Dalia
Date: 2013-00-00
Type: Journal Articles
Subjects: Tourism,Geography,Geography Instruction,Foreign Countries,Qualitative Research,Content Analysis,Statistical Analysis,Parks,Field Trips,Questionnaires

The article analyses and defines the concept of educational tourism, presents the structure of the concept and looks into the opportunities for using educational tourism in geographical education. In order to reveal such opportunities a research was carried out in the Lithuanian national and regional parks using the qualitative method of content analysis and the quantitative method of questionnaire survey. The authors of the research identified the educational excursion activities conducted in the national and regional parks and established the areas of geography in which such activities could be used. The questionnaire survey analysed the current situation in the area of educational activities. The research into the variety of educational excursions in the Lithuanian national and regional parks confirmed opportunities for the integration of educational tourism and geography.
The Place Where Waters Murmur: Taught and Learned Andean Space
Author: Garrido Pereira, Marcelo
Date: 2013-00-00
Type: Journal Articles
Subjects: Ethnography,Place Based Education,Local History,Indigenous Knowledge,Qualitative Research,Participant Observation,Interviews,Spatial Ability,Identification (Psychology),Educational Practices,Indigenous Populations,Agricultural Occupations,Heritage Education,Geographic Regions,Physical Geography,Foreign Countries

This text studies the phenomenon of teaching and learning of space, particularly the one inhabited and produced by those who live in a place of the Andes known as &quot;the place where waters murmur&quot; (Lugar donde murmura el agua or Putre). Notions of Humanistic Geography and Sociology of Social Experience are used to understand education as an essentially space-related experience. Likewise, ethnography is used as a methodological tool for an effective interaction. In this respect, one can state that there is a profound and accelerated process of de-spacing, where space is predominantly considered as a mere pause in the passage of time. Teaching and learning are configured in a spatiality that tends to fragment individual and collective projects of socialization and subjectivation. The informal education of space is strained by the development of a dual model of identification that tears up the unique experience of being a Putre local (putreño).
Geography University Students&apos; Competence to Elaborate Column Charts: A Case Study for Romania
Author: Osaci-Costache, Gabriela
Date: 2013-00-00
Type: Journal Articles
Subjects: Geography,Case Studies,Foreign Countries,Undergraduate Students,Geography Instruction,Charts,Competence,Statistical Data

We started this study after noticing that university students make certain mistakes when elaborating column charts. The objectives of our research were to: 1) analyse the knowledge integrated into the competence of elaborating column charts; 2) analyse the procedure(s) to elaborate these charts; 3) analyse the mistakes that university students make in elaborating these charts; 4) analyse the causes leading to their mistakes; 5) identify ways to improve the educational process and students' performance results. In order to achieve these objectives, we studied the activity for forming students' competence to elaborate column charts and we analysed 704 such charts realised by 410 students at the Faculty of Geography within the University of Bucharest, Romania, during the 2010-2011 and 2011-2012 academic years. In this paper, we describe the competence to elaborate column charts and present an analytical assessment grid with a dichotomous scale according to the way of presentation proposed by Maria Eliza Dulama. In the analysis, we assessed charts using this assessment grid that included 20 criteria. We conclude by proposing ways to better the activity that underlies the formation of elaborating column charts (e.g. discussing chart types with students, discussing mistakes and how to correct them, discussing causes of their mistakes and an assessment grid before elaborating charts, creating a check list, etc.).
Visuals in Geography Textbooks: Categorization of Types and Assessment of Their Instructional Qualities
Author: Janko, Tomáš
Date: 2013-00-00
Type: Journal Articles
Subjects: Geography Instruction,Textbooks,Visual Stimuli,Textbook Content,Content Analysis,Textbook Evaluation,Secondary Education,Foreign Countries,Pictorial Stimuli,Photography,Maps,Graphs,Illustrations,Correlation

The article focuses on the issue of visuals in geography textbooks and their assessment. The issue is explained from the perspective of educational and cognitive psychological theory and the theory of textbooks. The general purpose of the presented research is to develop a research instrument for categorising the types of visuals in geography textbooks and for assessing their instructional qualities--their abstractness, text relatedness and caption aptness. The investigation was conducted as a content analysis of 963 visuals in five Czech lower secondary human geography textbooks. The research findings showed that in the analyzed textbooks realistic visuals predominate, photographs in particular. Evaluation of relation between the visuals and expository text proved a more or less equal representation of text related visuals and text elaborating visuals. As far as the caption aptness of visuals in geography textbooks is concerned, the most commonly represented ones are identifying captions and extensional captions. The research documented that recommendations of educational and psychological research are not sufficiently reflected in the analysed textbooks which provides opportunities for applied research into this area as well as for textbook production.
Developing an Evaluation Framework of Spatial Understanding through GIS Analysis of Volunteered Geographic Information (VGI)
Author: Wu, Bing Sheng
Date: 2013-00-00
Type: Journal Articles
Subjects: Geographic Information Systems,Geography Instruction,Educational Technology,Technology Uses in Education,Spatial Ability,Geographic Location,Cognitive Mapping,Information Management,Information Storage,Undergraduate Students,Majors (Students),Maps

This study integrates volunteered geographic information (VGI) into GIS and contextual analyses, and develops a framework to evaluate students' understanding of &quot;locations and places in order to set national and international events within a geographical framework and to understand basic spatial relationships&quot; as proposed by the Commission on Geographical Education (CGE). A web-based VGI was developed to allow students to share events taking place in the locations and places around the world. Three approaches are conducted to analyze all VGI records. First, GIS analysis shows the spatial pattern of VGI records and revealed students' mind map. Second, contextual analyses show students' preferences in certain geographic issues. Third, tag-cloud technology reflects students' spatial literacy based on the frequency of spatial-related terms. The results conclude that this study brings to the reader the exciting possibility of VGI and tag-cloud technology in allowing educators to evaluate students' spatial understanding and, ultimately, contributes to the future development of geography education.
Schoolyard Geographies: The Influence of Object-Play and Place-Making on Relationships
Author: Johnson, Paul
Date: 2013-00-00
Type: Journal Articles
Subjects: Geographic Location,Play,Case Studies,Elementary Schools,Playgrounds,Elementary School Students,Student Participation,Interaction,Learning,Interpersonal Relationship,Identification (Psychology),Foreign Countries,Video Technology,Interviews,Journal Writing,Group Dynamics,Friendship,Participant Observation

The exploration of relationships between the physical characteristics of place and the activities that occur there is a fundamental question for geography (Patton 2002). This report is part of a larger case study documenting how the places, objects and practices in a naturalized primary school playground influenced a newly enrolled student's participation in creative play, social interaction and learning. Using natural and non-prescriptive schoolyard objects is shown to have helped the student negotiate and maintain satisfying relationships with people and places and to have been supportive of identity development. A three-phase model is proposed that conceptualises constructing and playing in cubby houses--also known as forts, tree houses, bush houses, houses and dens (Kylin 2003)--as foundational to the student's social relations and positive disposition.
Dealing with Growth: Demographic Dynamics and (Un)Sustainability in Geography Textbooks
Author: Bagoly-Simó, Péter
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Demography,Geography,Geography Instruction,Textbook Content,Content Analysis,Sustainable Development,Secondary Education,Skill Development,Comparative Education,Population Trends

Demographic dynamics is one of the core topics of (school) geography fostering both the development of geographical skills and cross-curricular purposes such as Education for Sustainable Development (ESD). The aim of this paper is to map the representation of demographic dynamics in lower secondary geography textbooks. A sample of twenty textbooks from the federal state of Bavaria (Germany), Romania, and Mexico were subject of text analysis. The results show that demographic dynamics serves primarily the purposes of geographical skill development while its contribution to ESD remains limited. The comparative analysis also showed that few of the textbooks display a consistent network of concepts that is able to support skill acquisition. Students might also get easily lost in scalar transitions. Thirdly, most textbooks display a strong normativity and contribute to constructing otherness.
&quot;One Just Better Understands.....When Standing out There&quot;: Fieldwork as a Learning Methodology in University Education of Danish Geographers
Author: Grindsted, Thomas S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Field Studies,Geography,Geography Instruction,Educational History,Behavioral Objectives,Interviews,College Faculty,Educational Practices,Teaching Methods,Learning Strategies,Field Experience Programs,Institutional Characteristics,Teacher Surveys

The process of becoming a geographer is by no means simple and incorporates huge amounts of disciplinary embodiment. This paper provides an example of how this is enacted by exploring the perceptions of fieldwork within the education of Danish geographers. Firstly, the history of education of Danish geographers is unfolded. Secondly, it is shown that despite quite different organisational structures, in terms of the way that fieldwork is introduced and the educational structure in general; only little variations in learning objectives can be identified between the three Danish universities that educate geographers. Thirdly, based on an empirical study of Danish university geographers, we find three different perceptions of fieldwork as a learning methodology: fieldwork as an outdoor laboratory, fieldwork as sensuous realisation and fieldwork as a meta-theoretical practice. The results show that these three perceptions are not allocated to different academics or traditions, meaning that the individual researcher often encompasses more than one view of fieldwork either in relation to his or her own research or in relation to the education of future geographers. The categories of fieldwork presented, therefore, do not support the often claimed dichotomy between physical and human geography. Instead, the openness of geography as a synthesis discipline is found.
Geography Education Challenges Regarding Disaster Mitigation in Japan
Author: Ohnishi, Koji
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Emergency Programs,Natural Disasters,National Curriculum,Prevention,Social Studies,Educational Trends,Safety Education,Map Skills,National Standards

After the March 2011 great East Japan earthquake, school teachers became much more interested in education for disaster prevention. The purpose of this paper is to indicate the extent education for disaster prevention is present in the Japanese National Curriculum. Before March 2011, some elements of disaster prevention education were added to the new curriculum on Social Studies and geography. Disaster education's role becomes much more important for saving children's lives. The roles of geographic education for disaster education emphasize the skills of map and regional characteristic reading and interpretation. The goal of geography education for disaster prevention is that people are better able to find safety with these skills.
Situating Texas&apos; World Geography End-of-Course Exam in the Ecosystem of American Geography Education
Author: Lash, Jeff
Date: 2013-00-00
Type: Journal Articles
Subjects: Geography,Ecology,Geography Instruction,World Geography,Summative Evaluation,Geographic Concepts,Content Analysis,National Competency Tests,Tests,Standards

Educational policy in the United States is highly decentralized. While the federal government subsidizes education across the country, and despite federal initiatives such as the Common Core and the Partnership for Assessment of Readiness for College and Careers to establish national standards and assessments, most states maintain control over the daily affairs of education. Nowhere in the United States is this fact more pronounced than in Texas. The purpose of this paper is to situate Texas' assessment of geographic literacy in the ecosystem of American geography education. The research is driven by three fundamental questions: 1) Is Texas' World Geography End-of-Course (EOC) exam an accurate assessment of national geography standards?; 2) Does Texas' World Geography EOC assessment framework reflect the most prominent American assessment framework?; and 3) Is Texas' World Geography EOC exam a good model of large-scale summative assessment of geographic literacy? A content analysis of the second edition of &quot;Geography for Life: National Geography Standards&quot;, Texas' state geography standards, the National Assessment of Educational Progress in Geography, and Texas' World Geography assessment framework, combined with a review of 2012 student performance data and public reaction are used to answer the research questions. Findings indicate that Texas' World Geography EOC is an accurate and useful summative assessment of geographic literacy at the local scale, but that the assessment's ability to inform educational decision making at the state level has not been realized.
The Vision of Geography Underlying the Australian Geography Curriculum
Author: Maude, Alaric
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography,Geography Instruction,Definitions,Fundamental Concepts,Integrated Activities,Educational Philosophy,Educational Objectives,Comparative Education,Elementary Secondary Education,Curriculum Implementation

A common geography curriculum for Australian schools was approved in May 2013. This paper describes the conceptual and philosophical foundations of the curriculum through a discussion of its definition of geography, selection of concepts, integration of skills into the process of inquiry, and specification of learning about countries and continents, and of the perspectives that are stated or implied. It describes a view of geography that is eclectic yet emphasises the subject's distinctive ways of thinking. The paper also finds that the Australian curriculum differs from some other national curriculums in its definition, range and choice of concepts, and specification of place knowledge.
Funding U.S. Historically Black Colleges and Universities: A Policy Recommendation
Author: Mitchell, Donald, Jr.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Finance,Financial Support,Black Colleges,African American Students,Low Income Groups,Disadvantaged Youth,At Risk Students,State Aid,Educational Policy,Federal Aid,Resource Allocation,Higher Education,Institutional Autonomy,Educational Administration,Political Issues,Taxes,Partnerships in Education,Organizational Change,Costs

Public Historically Black Colleges and Universities (HBCUs) continue to receive inequitable funding at state-levels (Gasman, 2010; Minor, 2008). The Higher Education Act of 1965 designates an HBCU as an &quot;institution whose principal mission was and is the education of black Americans, was accredited and was established before 1964&quot; (UNCF, 2013, para. 1). The current funding situation is problematic because HBCUs have successfully educated African Americans, low-income, and underprepared students (Gasman, 2010). Perhaps with equitable state support, the educational gains of HBCUs may improve. The purpose of this article is to analyze three policy alternatives that would improve resources at HBCUs. First, attention is given to funding trends for HBCUs at federal and state levels. Second, three policy alternatives are introduced along with evaluative criteria to analyze each policy alternative. Finally, a policy recommendation is offered based on the policy alternative that appears to be the most feasible.
Anticipating the Exception, Not the Rule: Forming Policy for Student Use of Technology in the Classroom
Author: Becker, Daniel
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Educational Policy,Policy Formation,Technology Uses in Education,Handheld Devices,School Policy,Classroom Techniques,Vignettes,Postsecondary Education

Students across institutions of higher learning come equipped with pocket-sized devices that allow them to record images, audio, and video from their classrooms, and instantaneously edit and share recorded content with a limitless audience. Prior to commencing instruction, postsecondary instructors are advised to learn the policy of their institutions related to student use of technology, to anticipate student use of personal technological devices, to brainstorm possible eventualities, and to create and communicate careful, comprehensive classroom policy addressing student use of technology in their classrooms.