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In 1986, 585 out of 5,686 members of the Association of American Geographers declared their allegiance to the Historical Geography Specialty Group; among 50 AAG specialty groups, the historical geographers ranked 7th. Yet one prominent human geographer regards historical geography as “overdetermined,” an “empty concept” conveying “few (if any) significant analytical distinctions” (Dear 1988: 270). Dear’s argument is that, by definition, all geography should be historical, since “the central object in human geography is to understand the simultaneity of time and space in structuring social process.” So the only subdisciplines of human geography which have any intellectual coherence are those focused on distinct processes—political, economic, social. To me, even this distinction is unrealistic and impracticable for research purposes. But Dear does not go so far as to argue that historical geography or other “overdetermined,” “multidimensional,” or “peripheral” subdisciplines are wrong, merely that they are incidental to geography’s “intellectual identity.”
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Loy, William G. "Geographic Names in Geography." Yearbook of the Association of Pacific Coast Geographers 51, no. 1 (1989): 7–24. http://dx.doi.org/10.1353/pcg.1989.0006.
Guan, Weihe (Wendy), and Peter K. Bol. "Embracing Geographic Analysis Beyond Geography." International Journal of Applied Geospatial Research 3, no. 2 (April 2012): 63–71. http://dx.doi.org/10.4018/jagr.2012040104.
Without a department of geography, Harvard University established the Center for Geographic Analysis (CGA) in 2006 to support research and teaching of all disciplines across the University with emerging geospatial technologies. In the past four and a half years, CGA built an institutional service infrastructure and unleashed an increasing demand on geographic analysis in many fields. CGA services range from helpdesk, project consultation, training, hardware/software administration, community building, to system development and methodology research. Services often start as an application of existing GIS technology, eventually contributing to the study of geographic information science in many ways. As a new generation of students and researchers growing up with Google Earth and the like, their demand for geospatial services will continue to push CGA into new territories.
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van den Broeke, Leon. "Non-Geographic Classes? Reformed Geography." Journal of Reformed Theology 7, no. 1 (2013): 51–68. http://dx.doi.org/10.1163/15697312-12341276.
Abstract The Reformed Church in America is wrestling with an interesting question in ecclesiology and church order: is there a place within the church for so-called non-geographic classes. Non-geographic classes are classes which are not formed around a geographic regional principal, but by agreement in theological perspective or a peculiar way that a congregation is shaped. The question central to this article is then: is there a place in Reformed churches for non-geographical classes? In answering this question, the following will be considered: a similar proposal from the Gereformeerde Bond in the Netherlands Reformed Church in 1998; the geographic-regional principle; the Walloon Classis; the Classis of Holland; the Reformed Church in America; Flying, diocesan and titular bishops and finally a conclusion.
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Hart, John Fraser. "The Geography of One Geographer." Southeastern Geographer 37, no. 2 (1997): 112–21. http://dx.doi.org/10.1353/sgo.1997.0016.
Ash, James, Rob Kitchin, and Agnieszka Leszczynski. "Digital turn, digital geographies?" Progress in Human Geography 42, no. 1 (August 24, 2016): 25–43. http://dx.doi.org/10.1177/0309132516664800.
Geography is in the midst of a digital turn. This turn is reflected in both geographic scholarship and praxis across sub-disciplines. We advance a threefold categorization of the intensifying relationship between geography and the digital, documenting geographies produced through, produced by, and of the digital. Instead of promoting a single theoretical framework for making sense of the digital or proclaiming the advent of a separate field of ‘digital geography’, we conclude by suggesting conceptual, methodological and empirical questions and possible paths forward for the ‘digital turn’ across geography’s many sub-disciplines.
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Lavruk, Mariia. "Geographic education in Lviv region." Visnyk of the Lviv University. Series Geography, no. 49 (December 30, 2015): 193–211. http://dx.doi.org/10.30970/vgg.2015.49.8628.
In the context of reforming secondary and high school education in Ukraine, the geographic education of the region and the country as a whole should be considered as a system that includes initial, basic, preprofessional and professional level. Currently, there is no overall picture of the status and trends of development of the various segments of geographic education in the Lviv region that are necessary to consider while constructing regional education policy. The article defines quantitative indicators of the subjects of the learning process in geography on various educational levels and in territorial aspect. This study reveals that during next five years, the best prospects regarding quantitative indicators will have basic geographical education, due to relatively favorable situation with the number of pupils in primary schools of the region. The article shows in detail the educational achievements of geography students at regional and national levels; points the centers for optimal development of geographic education such as Lviv, Drohobych, Sambir, Stryi, Chervonograd; and reveals scientific and methodological improvements of teachers of geography in the region. The research analyzes the contradictory trend between quantitative growth of professional sector of geographical education (opening of new regional university departments) and the needs of secondary school in specialists, and between socially conditioned restriction of employment of young professionals because of growing proportion of retired among teachers of geography. It was found that 65% of graduate students of department of geography at Ivan Franko National University of Lviv do not mind working in education and respectively can replace within 5–7 years all teachers of geography at pre-retirement and retirement age in the region. However, the lack of effective educational policies at national and regional levels prevents replenishment of school’s segment of geographical education by young professionals, and thus slows down the process of modernization of education and its real reform. Key words: geographic education, levels of geographic education, the quality of knowledge on geography, age structure of geography’s teachers, teaching achievements of the geography teachers of the region, professional intentions of the graduates of Geography Department.
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Greiner, Alyson L., Thomas A. Wikle, and Jennifer M. Spencer. "Geographic Education and Careers in Geography." Journal of Geography 101, no. 4 (July 2002): 153–60. http://dx.doi.org/10.1080/00221340208978491.
Lees, B. G. "Australian Geography and Geographic Information Systems." Australian Geographical Studies 40, no. 1 (March 2002): 33–47. http://dx.doi.org/10.1111/1467-8470.00159.
Campbell, Janet C. "Geographic adventures an interdisciplinary fourth grade geography unit /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/JCampbell2007.pdf.
Heric, Matthew. "The professional geographer experience : issues for advancing collegiate geography education /." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-155714/.
Seymour, Amy. "Overcoming Global Ignorance: Developing Geographic Literacy in a World Regional Geography Course." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/432.
The most recent Roper Survey (2006), a study of geographic literacy among 18-to 24-year-olds, found that despite constant coverage of the war in Iraq since 2003, 63% of Americans surveyed could not find Iraq on a map. Similar shortcomings abound in the poll, pointing to what must be considered a "geographic illiteracy" among Americans. This national geographic illiteracy has global implications that range from the local to the global scale, including issues of politics, economics, foreign policy, environmental policy, and resource use to name just a few. How badly prepared, then, are students entering colleges and universities in terms of basic geographic knowledge? What are the societal consequences of failing to address geographic ignorance, and what instructional methodology could successfully address the problem? Once baseline geographic knowledge is assessed in the classroom, how can it be improved? The hypothesis of this study is that teaching students geography through a rigorous system that reinforces the Five Themes of geography through regular analysis of current events can help to improve geographic knowledge and understanding, and that this heuristic device can be expected to increase students' base geographic knowledge by at least 30% over the course of a semester, bringing average pre-course F grades to a B within a short period of time. The study group was comprised of three World Regional geography classes offered during the spring 2007 semester at Western Kentucky University's Glasgow campus. Students took a pre-course survey prior to any lecture over the subject material. This same survey was administered at the end of course prior to the final exam, with the difference between the two representing the improvement score. During the semester the students were given eight assignments where the students had to analyze a current event using the Five Themes, with the expectation that these assignments would increase their knowledge content over the semester by the target average of 30%. The study returned a below-target actual increase of 15% - nonetheless a significant increase - but this increase could not be statistically attributed to the Five Themes rubric. The Five Themes heuristic did not appear instrumental in improving geographic knowledge during the course of a semester as the study duration may have been too short. However, the significant level of student improvement suggests that this concept warrants further investigation as a pedagogical methodology through a much more extended set of trials. Although this study, as designed, produced inconclusive results, it unexpectedly revealed evidence that factors of age and gender may strongly affect geographic learning, raising questions about adopting any one-size-fits-all approach to geography education. The study also suggests that the current trend of providing a single course in geography in pre-college education does not suffice in bridging the gap of geography illiteracy in America. The results argue for suggesting a need for new directions in educational policy and practice at both the secondary and post-secondary levels.
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Bachmann, Monika M. "Geography in Virginia four hundred years of geography and geography education in the Old Dominion." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4521.
Thesis (D.A.)--George Mason University, 2009. Vita: p. 343. Thesis director: Allan Falconer. Submitted in partial fulfillment of the requirements for the degree of Doctor of Arts in Community College Education. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 334-342). Also issued in print.
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Sellergren, Martin. "Local Geography Educator." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-372079.
The intent of this project is to produce a mobile application capable of teaching local geography of any place in the world to it’s users. The meaning of local geography in this context is attributes of villages, city-districts, roads, parks, rivers, schools and such geographic objects – object inside a limited area. The goal was to make a stimulating, entertaining and above all educational application. A design was carefully assembled through an analysis of existing applications with a similar concept, through a review of human factors regarding memory and learning, through an interview with a potential user, among other things. The corresponding application was implemented for Android mobile phones and tablets. The application introduces quiz- based education with well-reasoned solutions to design difficulties also faced by other developers of applications of this kind. The resulting application is likely unique with the functionality to offer education of detailed local geography of any place in the world. A brief evaluation of the educational value of the resulting application had promising results.
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West, Bryan A. "Conceptions of geographic information systems (GIS) held by senior geography students in Queensland." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/16682/1/Bryan_Andrew_West_Thesis.pdf.
Geographical Information Systems (GIS) represent one of the major contributions to spatial analysis and planning of the new technologies. While teachers and others have viewed its potential contribution to geographical education as considerable, it has not been known with any certainty whether they present a valuable educational tool that aids geographical education. The value of GIS to geographical education is viewed as depending on a geographical education being, in itself, valuable.
Within this context, synergetic focus groups are employed to explore the conceptions of GIS held by 109 secondary school students studying Senior Geography in metropolitan and regional Queensland, Australia. A phenomenographic approach is adopted to identify the six qualitatively different ways, or conceptions, in which the participating students experience GIS as:
1. Maps and a source of maps in geography.
2. Mapping in geography: a way to use and create maps.
3. A professional mapping tool: exceeding the needs of senior
geography.
4. Frustrating geography: irksome and presenting many challenges
to the student-user.
5. Relevant geography: within and beyond the school experience.
6. A better geography: offering a superior curriculum, and broader
geographical education, when contrasted to a senior geography
that omits its use.
The structural and referential elements of each of these conceptions are elucidated within corresponding Categories of Description. The qualitatively different ways in which the conceptions may be experienced are illustrated through an Outcome Space, comprising a metaphoric island landscape. This structural framework reveals that for the Senior Geography students who participated in this investigation, the extent to which GIS may augment the curriculum is influenced by the nature of students' individual understandings of how GIS manages spatial data.
This research project is a response to repeated calls in the literature for teachers of geography themselves to become researchers and for a better understanding of GIS within geography education. It reviews the salient literature with respect to geography and geography education generally, and GIS within geographical education specifically. The investigation has confirmed that qualitatively different conceptions of GIS exist amongst students and that these are not consistently aligned with assumptions about its use and benefits as presented by current literature.
The findings of the study contribute to knowledge of the potential educational outcomes associated with the use of GIS in geography education and decisions related to current and potential geography curricula. It provides guidance for future curriculum development involving GIS and argues for additional research to inform educators and the spatial sciences industry about the actual and perceived role of GIS within geography education.
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West, Bryan A. "Conceptions of geographic information systems (GIS) held by senior geography students in Queensland." Queensland University of Technology, 2008. http://eprints.qut.edu.au/16682/.
Geographical Information Systems (GIS) represent one of the major contributions to spatial analysis and planning of the new technologies. While teachers and others have viewed its potential contribution to geographical education as considerable, it has not been known with any certainty whether they present a valuable educational tool that aids geographical education. The value of GIS to geographical education is viewed as depending on a geographical education being, in itself, valuable. Within this context, synergetic focus groups are employed to explore the conceptions of GIS held by 109 secondary school students studying Senior Geography in metropolitan and regional Queensland, Australia. A phenomenographic approach is adopted to identify the six qualitatively different ways, or conceptions, in which the participating students experience GIS as: 1. Maps and a source of maps in geography. 2. Mapping in geography: a way to use and create maps. 3. A professional mapping tool: exceeding the needs of senior geography. 4. Frustrating geography: irksome and presenting many challenges to the student-user. 5. Relevant geography: within and beyond the school experience. 6. A better geography: offering a superior curriculum, and broader geographical education, when contrasted to a senior geography that omits its use. The structural and referential elements of each of these conceptions are elucidated within corresponding Categories of Description. The qualitatively different ways in which the conceptions may be experienced are illustrated through an Outcome Space, comprising a metaphoric island landscape. This structural framework reveals that for the Senior Geography students who participated in this investigation, the extent to which GIS may augment the curriculum is influenced by the nature of students' individual understandings of how GIS manages spatial data. This research project is a response to repeated calls in the literature for teachers of geography themselves to become researchers and for a better understanding of GIS within geography education. It reviews the salient literature with respect to geography and geography education generally, and GIS within geographical education specifically. The investigation has confirmed that qualitatively different conceptions of GIS exist amongst students and that these are not consistently aligned with assumptions about its use and benefits as presented by current literature. The findings of the study contribute to knowledge of the potential educational outcomes associated with the use of GIS in geography education and decisions related to current and potential geography curricula. It provides guidance for future curriculum development involving GIS and argues for additional research to inform educators and the spatial sciences industry about the actual and perceived role of GIS within geography education.
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Ford, Of The. "Parallel worlds : attribute-defined regions in global human geography /." Thesis, Connect to resource online, 2009. http://hdl.handle.net/1805/2004.
Thesis (M.S.)--Indiana University, 2009. Department of Geography, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Owen J. Dwyer, Jeffrey S. Wilson, Scott M. Pegg. Includes vitae. Includes bibliographical references (leaves 135-168).
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Widener, Becky J. "The influences of the Missouri Geographic Alliance on geography competence of students in Missouri public schools /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737856.
Barnett, Clive. "Impure and worldly geography." Thesis, University of Oxford, 1996. http://ora.ox.ac.uk/objects/uuid:cabbb71c-906c-4822-af54-f5c7018025f5.
This thesis provides a theoretical and historical examination of the production of contested colonial-geographical knowledge. Following a critical examination of recent 'contextual' histories of geography, it is proposed that treating geographical knowledge as colonial discourse is a more fruitful line of inquiry, and the emergence of post-colonial and colonial discourse theory is discussed. This leads on to a consideration of post-structuralist theories of textuality, discourse, and reading, as the preliminary to an analysis of the archive of the regular published knowledge of the Royal Geographical Society from 1831 to 1873. The racialised representation of non-European societies and subjects denies to them any status as active subjects of knowledge or history. It is found that the sanctioned geographical knowledge produced by the R.G.S. in the mid-nineteenth century depends for its identity on the construction of certain geographical knowledges, meanings, and practices as improper and inadequate. It is argued that the writing of geographical discovery thus involved the discursive dispossession of non-European societies of authority over geographical knowledge and territory.
This text provides an essential reference handbook for students of geography and related social sciences. How did the Greek geographer Eratosthenes make an accurate calculation of the earth's circumstance more than 1,500 years before the first voyage of Columbus to the New World? What are the "green belts" of England that dominate its rural landscape? And what is regarded as the driest continent on the planet? This handbook offers a broad coverage of terminology and concepts, serving as both an encyclopedic dictionary of geography terms and an approachable overview to the human and physical aspects of world geography. Approximately 150 geographic terms and concepts are defined and discussed, providing an accessible reference for anyone who requires a deeper knowledge of the language and ideas that are important to geography as a discipline. Helpful sidebars are provided to shed light on unusual or controversial theories and concepts. All major geographic concepts and terms are addressed and comprehensively explained using examples.
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Mather, Cotton, and P. P. Karan. Leaders in American Geography: Geographic Research (Leaders in American Geography). New Mexico Geographical Society, 2000.
Day, Frederick A., Roger M. Downs, Paul L. Knox, Barney Warf, Scott Mahler, and Peter Haynes Meserve. National Geographic Almanac Of Geography. National Geographic Society, 2005.
Roberts, G., F. Clarke, A. Clacherty, P. Ranby, and V. Wren. Living Geography (Geography Textbooks: Living Geography). Maskew Miller Longman Pty.Ltd ,South Africa, 1996.
Guan, Weihe Wendy. "The Geography of Geography." In New Thinking in GIScience, 67–74. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3816-0_8.
Gupta, Vishal K. "Geography." In Great Minds in Entrepreneurship Research, 73–97. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44125-8_4.
Roller, Duane W. "Geography." In A Companion to Science, Technology, and Medicine in Ancient Greece and Rome, 247–62. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781118373057.ch15.
Doré, Andréa. "Geography." In Encyclopedia of Renaissance Philosophy, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02848-4_921-1.
Furia, Paolo. "Geography." In Lecture Notes in Morphogenesis, 217–19. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51324-5_47.
Lambert, David. "Geography." In The SAGE Handbook of Curriculum, Pedagogy and Assessment: Two Volume Set, 391–407. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473921405.n25.
Baigent, Elizabeth. "Geography." In The Palgrave Encyclopedia of Victorian Women’s Writing, 656–58. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-78318-1_245.
Wintle, Michael. "Geography." In Eurocentrism, 152–74. London ; New York, NY : Routledge/Taylor & Francis Group, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003014461-6.
Glennie, Jonathan. "Geography." In The Future of Aid, 67–84. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429356384-ch5.
Kaya, Hüseyin. "Geography." In Instructional Process and Concepts in Theory and Practice, 459–92. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2519-8_12.
Yani, Ahmad, and Enok Maryani. "Geographic Skills Measurement for Geography Education Students." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007041003540360.
Sabo, Helena maria. "GIS CONCEPTS IN TEACHING GEOGRAPHY." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-112.
Geographic Information Systems (GIS) are not only a technology are primarily a development direction of current geography with major impact on the applicability of this science, becoming the meaning by which geography participates to the current scientific and technical revolution. In our country GIS it is present only in a few curriculum, despite the global trends. However GIS can bring a number of benefits such as: an important role in education reform, acquiring specific skills, applicative character, and interdisciplinary. Learning GIS concepts can be performed by a conventional method in university or using alternative methods such as: virtual class's online, video tutorials available on YouTube, accessing online help libraries, participating in blogs and forums conducted by the user community. The question that interests us is primarily what resources are needed and what steps need to be taken for integration of GIS in geography classes in a high school for example. To find out the opinion of students from the Touristic Geography from Bistrita extensions regarding the use of GIS in geography faculties, a questionnaire was applied regarding on geospatial technology and have been proposed several methods of training, specific training with the help of the computer. We propose a series of steps for a project for teaching geography using ArcGIS platform. For a project of this kind we have to plane a series of educational activities that involve a gradual complexity of students who work. Geography didactic principles along with those specific to GIS form the basis of lesson plans, of tutorials and presentations made in this research.
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"Conference Geography." In 2011 Microwaves, Radar and Remote Sensing Symposium (MRRS). IEEE, 2011. http://dx.doi.org/10.1109/mrrs.2011.6053589.
Murdock, Vanessa, and Gary Gale. "Computational geography." In the 20th ACM international conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2063576.2064030.
Elmokashfi, Ahmed, Eugene Myakotnykh, Jan Marius Evang, Amund Kvalbein, and Tarik Cicic. "Geography matters." In CoNEXT '13: Conference on emerging Networking Experiments and Technologies. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2535372.2535395.
Świętek, Agnieszka, and Wiktor Osuch. "Regional Geography Education in Poland." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.
Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.
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Svee, Eric-Oluf, Pedro Sanches, and Markus Bylund. "Time geography rediscovered." In the 2nd International Workshop. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1507136.1507147.
Kiefer, Peter, Martin Raubal, and Christoph Schlieder. "Time geography inverted." In the 18th SIGSPATIAL International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1869790.1869874.
Gallegos, Luciano, Kristina Lerman, Arhur Huang, and David Garcia. "Geography of Emotion." In the 25th International Conference Companion. New York, New York, USA: ACM Press, 2016. http://dx.doi.org/10.1145/2872518.2890084.
Averyanov, Konstantin. "HISTORICAL GEOGRAPHY: BETWEEN HISTORY AND GEOGRAPHY (VIEW OF THE HISTORIAN)." In Исторический подход в географии и геоэкологии. Петрозаводский государственный университет, 2023. http://dx.doi.org/10.33933/rshu/g1c23-1.
Souch, Catherine, and Steve Brace. Geography of geography: the evidence base. Royal Geographical Society (with IBG), November 2020. http://dx.doi.org/10.55203/xqlb9264.
The Society, along with the wider geographical community, has known for a long time that geography attracts a disproportionately low number of young people from disadvantaged and Black and ethnic minority backgrounds to study the subject. We knew national participation trends but had little benchmark data at regional and school levels. And it is only by knowing more about who is choosing geography at school and university (and, importantly, who doesn’t), and how the rates of uptake and progression vary that we will be able to develop effective interventions to address the inequalities and ensure that geography is a vibrant discipline. The Society therefore commissioned a significant piece of independent research using the Department for Education’s National Pupil Database and linked HESA data (information on students at university) to answer our questions. Given the source of the schools data, the results are for England only for the period from 2009/10 to 2017/18.
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Sakon, Frederick. Eratosthenes' Geography. Washington, DC: The MAA Mathematical Sciences Digital Library, January 2011. http://dx.doi.org/10.4169/loci003613.
Gallup, John Luke, Jeffrey Sachs, and Andrew Mellinger. Geography and Economic Development. Cambridge, MA: National Bureau of Economic Research, December 1998. http://dx.doi.org/10.3386/w6849.
Agrawal, Ajay, Christian Catalini, and Avi Goldfarb. The Geography of Crowdfunding. Cambridge, MA: National Bureau of Economic Research, February 2011. http://dx.doi.org/10.3386/w16820.
Yorke, Lynda, Simon Tate, and Martin Davis. New to teaching geography. Royal Geographical Society (with IBG), December 2021. http://dx.doi.org/10.55203/gvkz5128.
Geography plays a crucial role in understanding our world. It makes a vital contribution to our knowledge of the rapidly changing environmental and social challenges facing us and how we should tackle them. Supporting them effectively can present multiple opportunities and challenges for academic staff. For those embarking on a career in geographical teaching and learning, recognising these issues, and developing a toolbox of strategies with which to address them is key to developing good teaching practice. This guide offers a starting point for this process for graduate teaching assistants, teaching fellows and demonstrators.
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Chandra, Amitabh, and Jonathan Skinner. Geography and Racial Health Disparities. Cambridge, MA: National Bureau of Economic Research, February 2003. http://dx.doi.org/10.3386/w9513.
