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This book provides a unique assessment of the development of
research in geography education and its future prospects, offering
a challenging critique of subject-based education research, with
particular reference to geography education across a range of
different jurisdictions. It covers a range of topics, including the
changing role of research in geography education; the relationship
between education research and professional practice, with special
reference to geography education research; the place of academic
subject knowledge in geography education research; critiques of the
functions of research in geography education; and the key issues
for education policy and policymakers concerning educational
research at national and international levels. Importantly, in a
period marked by radical change for education research and
researchers, the book offers a timely appraisal of possible ways
forward for geography education research. Addressing the needs of
academics, research students, policymakers, and education
practitioners who undertake, use or shape the future of research in
geography education, it comprehensively explores the forces that
have driven the development of geography education research and
pedagogy. Further, by positioning its analysis in the context of
education policy debates in the UK, and further afield, it assesses
the role and function of research in education, and offers an
outlook on its future. This book is essential reading for all those
who wish to understand the sporadic and increasingly uncertain
development of subject-based research in education
In this book geography educators from around the globe discuss
their research into the power of geographical thinking and consider
successful strategies to implement, improve and advance geography
education in research and practice. It addresses key topics in
geography education, such as multicultural competence, the role of
teachers, the geography curriculum, spatial thinking, geographic
information systems, geocapabilities, and climate change. At a
global level the contributors and editors bring together the most
advanced collection of research and discussion surrounding issues
in geography education. The book will be of interest to geography
education researchers worldwide, including academics at university
and teachers in schools, as well as professional geographers with
an interest in education.
In this book geography educators from around the globe discuss
their research into the power of geographical thinking and consider
successful strategies to implement, improve and advance geography
education in research and practice. It addresses key topics in
geography education, such as multicultural competence, the role of
teachers, the geography curriculum, spatial thinking, geographic
information systems, geocapabilities, and climate change. At a
global level the contributors and editors bring together the most
advanced collection of research and discussion surrounding issues
in geography education. The book will be of interest to geography
education researchers worldwide, including academics at university
and teachers in schools, as well as professional geographers with
an interest in education.
This book provides a unique assessment of the development of
research in geography education and its future prospects, offering
a challenging critique of subject-based education research, with
particular reference to geography education across a range of
different jurisdictions. It covers a range of topics, including the
changing role of research in geography education; the relationship
between education research and professional practice, with special
reference to geography education research; the place of academic
subject knowledge in geography education research; critiques of the
functions of research in geography education; and the key issues
for education policy and policymakers concerning educational
research at national and international levels. Importantly, in a
period marked by radical change for education research and
researchers, the book offers a timely appraisal of possible ways
forward for geography education research. Addressing the needs of
academics, research students, policymakers, and education
practitioners who undertake, use or shape the future of research in
geography education, it comprehensively explores the forces that
have driven the development of geography education research and
pedagogy. Further, by positioning its analysis in the context of
education policy debates in the UK, and further afield, it assesses
the role and function of research in education, and offers an
outlook on its future. This book is essential reading for all those
who wish to understand the sporadic and increasingly uncertain
development of subject-based research in education
"Modernizing Schools: People, Learning and Organisations" poses
four key questions: What are the antecedents of the current waves
of modernization and what directions is it taking in England and
internationally? Does workforce modernization, in whatever form,
offer meaningful ways forward for the teaching profession in
England and other countries? How is the leadership of change to
take place with respect to educational modernization in England and
elsewhere? What alternative approaches to remodelling might be
developed with regard to the workforce labour market in England and
in other national contexts? In exploring these questions, this book
draws upon research evidence and accounts of remodelling from
researchers, headteachers, governors, teachers, students and
parents. It concentrates on the challenge of the modernization of
education both in the UK and internationally, and considers its
underpinning concepts and policies, providing examples of workforce
remodelling and the management of this process in schools. How
resources are used and the effects of remodelling practice on
different stakeholders are also examined - together with a
discussion of how we might engage it in schools and more widely in
the public sector.
Draws together well-respected contributors to look forward to the
future of geography education and explore key questions in the
field. "Geography, Education and the Future" considers the future
of both geography and geography education by exploring the
following questions: How can geography education prepare young
people for the places, environments and societies they will inhabit
in the future? How should geography be reframed to take into
account the major social and environmental changes wrought by
growing consumption, restructuring of economies and technologies,
and the dynamic connections between local and global? How can
geography and geography education present an agenda that can be
taken seriously and implemented in the twenty first century? A
range of geographical themes are considered through four sections:
children, young people and geography; place, space and change;
mediating forms of geographical knowledge; and global ethics,
environment and citizenship. Each section concludes with a
discussant critically summarising the content.
This title draws together well-respected contributors to look
forward to the future of geography education and explore key
questions in the field. "Geography, Education and the Future"
considers the future of both geography and geography education by
exploring the following questions: How can geography education
prepare young people for the places, environments and societies
they will inhabit in the future? How should geography be reframed
to take into account the major social and environmental changes
wrought by growing consumption, restructuring of economies and
technologies, and the dynamic connections between local and global?
How can geography and geography education present an agenda that
can be taken seriously and implemented in the twenty first century?
A range of geographical themes are considered through four
sections: children, young people and geography; place, space and
change; mediating forms of geographical knowledge; and, global
ethics, environment and citizenship. Each section concludes with a
discussant critically summarising the content.
THIS IS THE SERIES BLURB...LIST ALL BOOKS TOGETHER: Continuum
Studies in Reflective Practice and Research is a new series of
textbooks aimed at teaching students. As with Andrew Pollard's
books, they use the idiom of reflective teaching. In other words,
they avoids the two extreme views about learning to teach, namely
that it is best done simply through acquiring practical "tricks of
the trade" without any theory or that it is best done applying
sytematized, objective theory. The distinctive feature of relective
teaching is that it encourages practitioners to develop by
continually inter-relating theory and research findings to their
own practice, situation and style.These comprehensive textbooks
provide an accessible guide to all those who are new to teaching in
secondary schools. Covering all aspects of job, from planning
through to teaching and assessment, the authors provide
constructive, accessible and, above all, practical advice to help
subject teachers become more effective in their work.
A reference guide to geography education. Entries, arranged
alphabetically, cover: government legislation and reports; famous
geography educators; resources; research findings; movements,
trends, debates and issues; organizations; and key concepts. An
analytical index helps the reader to choose paths through the book,
connecting entries.
MasterClass in Geography Education provides a comprehensive
exploration of the major themes in geography education research and
pedagogy, drawing on international research. The editor draws
together a variety of professional, academic and practitioner
perspectives to support professional development of geography
teachers. The book incorporates discussion of the place of subject
knowledge in geography, the role and function of research in
geography education and the relationship between research and
practice. Topics covered include: - research and professional
practice - constructing geographical knowledge - ethical
considerations - carrying out research projects MasterClass in
Geography Education will be essential reading for all studying the
teaching and learning of geography on PGCE and Education MEd/MA
courses.
Lesson Planning provides a one stop resource for busy teachers
wishing to plan effective lessons along with plans to aid key
issues such as behaviour management.In this fully updated third
edition, Graham Butt provides indepth practical advice on how to
plan lessons effectively. Topics covered include: understanding the
importance of lesson planning; planning for difference; using
lesson plans to aid behaviour management; and, examples of
effective lesson plans across the curriculum.
THIS IS THE SERIES BLURB...LIST ALL BOOKS TOGETHER: Continuum
Studies in Reflective Practice and Research is a new series of
textbooks aimed at teaching students. As with Andrew Pollard's
books, they use the idiom of reflective teaching. In other words,
they avoids the two extreme views about learning to teach, namely
that it is best done simply through acquiring practical "tricks of
the trade" without any theory or that it is best done applying
sytematized, objective theory. The distinctive feature of relective
teaching is that it encourages practitioners to develop by
continually inter-relating theory and research findings to their
own practice, situation and style.These comprehensive textbooks
provide an accessible guide to all those who are new to teaching in
secondary schools. Covering all aspects of job, from planning
through to teaching and assessment, the authors provide
constructive, accessible and, above all, practical advice to help
subject teachers become more effective in their work.
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