Geography Education: Episodes in Building Its Intellectual and Political Capital
A. David Hill Volume 3 (2001), Number 2, Pages 126-141
On May 24, 2003, Dr. A. David Hill presented the Keynote Address, “Geography Education: Episodes in Building its Intellectual and Political Capital”, as part of Geo-Nexus: Conference on Research in Geographic and Environmental Education, hosted by the Gilbert M. Grosvenor Center for Geographic Education, Department of Geography,. Texas State University-San Marcos.
Keywords: geography education, educational reform, intellectual capital, political capital
Geographic Education and Elementary Geography Texts, 1850-1900
Karen M. Trifonoff Volume 3 (2001), Number 2, Pages 142-159
Geographic education in the first half of the nineteenth century in the United States was dominated by a memorization pedagogy, and the content contained in geography textbooks was well suited to this approach. In the second half of the nineteenth century, the textbook content changed to include more detailed descriptions of the human and physical world, an emphasis on commercial geography, and an expanded use of maps. This manuscript analyzes elementary geography textbooks from 1850-1900 in order to determine the nature of the changes that occurred in geographic education and textbooks in the nineteenth century, the format of textbooks specifically for elementary grades, and the implications of these changes for geography education today.
Keywords: geography textbooks, historic textbooks, geography education
The Role of Geographic Education in Career Development and Worker Satisfaction among Geography Graduates
Enid Lotstein Ringer Volume 3 (2001), Number 2, Pages 160-170
In an exploratory survey of performed at Hunter College, City University of New York, 13 (29%) of the Geography Department’s graduates (N=50), reported “ending up” in their professions because of specialized experience related to that geography degree or other specific experience. Fifty-two percent reported that spatial analysis was the most useful skill they brought to their profession. Respondents reported that “Making a Difference” (21%), “Bringing Geography to Education” (16%), “Spatial Data Management” (11%) and the “Usefulness of the Work to Community and Agencies “ (11%) were the most satisfying work characteristics. All respondents who saw spatial data management as satisfying work also viewed themselves as having geographical careers. Sixty-nine percent of respondents reported being dissatisfied with the “work world” in general.
Keywords: non-academic careers, geography education, spatial thinking, career satisfaction, applied geography, geographical skills
Surveying Teachers: Do Geographic Alliances Meet the Needs of A Key Market?
Raymond K. Oldakowski and Laurie Molina Volume 3 (2001), Number 2, Pages 171-188
K-12 teachers represent an important component and focus of geographic alliance activities. This paper examines the results of a survey of 416 K-12 teachers in Florida to determine their familiarity with the state Geographic Alliance and their evaluation of its effectiveness. We found that approximately 25% of the respondents were familiar with the Alliance. Most respondents were familiar with the Alliance because of the materials they distribute. Respondents also found those instructional materials to be the most important service the Alliance provides. These and other findings are important to geographic alliances in planning future activities and services for K-12 teachers.
Keywords: Geographic Alliance, K-12 teachers, teacher opinions