Results 161 to 170 of about 326,915 (211)

E-learning for Geography's Teaching and Learning Spaces

Journal of Geography in Higher Education, 2008
The authors embed their advocacy of educational technology in a consideration of contemporary pedagogy in geography. They provide examples of e-learning from a wide range of teaching and learning contexts. They promote the idea that considering best practice with reference to educational technology will increase the versatility of teaching geography in
Lynch, Kenneth, Bednarz, Robert S., Boxall, James, Chalmers, Lex, France, Derek, Kesby, Julie   +5 more
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Assessing sustainability teaching and learning in geography education

International Journal of Sustainability in Higher Education, 2016
PurposeThis study aims to understand if geographers, who teach in a new sustainability program, are conveying new knowledge, understanding, skills and competence about the integrated and holistic concept of “sustainability”, rather than individual human-environmental issues to the students.
Jeffrey M. Widener, Travis Gliedt, Ashlee Tziganuk   +2 more
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Undergraduate teaching and learning in physical geography

Progress in Physical Geography: Earth and Environment, 2012
Like other disciplines, physical geography has seen substantial recent interest in research on ways to improve undergraduate teaching and learning. Most of this research has taken place in a constructivist framework in which students construct knowledge in ways that are meaningful to them.
Terence Day
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Language and Learning in the Teaching of Geography

Geographical Review, 1991
Part One: Language and Learning 1. Language and Learning Frances Slater 2. Writing in a Humanities Classroom Daniel Lewis 3. A Case Study of Language and Learning in Physical Geography Sharon Hamilton-Wieler 4. Talking and Problem Solving: Reality-Orientated Problem Solving (ROPS) Julie I.N. Okpala 5.
Briavel Holcomb, Frances Slater
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Mapping Students' Lives: Children's Geographies, Teaching and Learning

The Educational Forum, 2008
Abstract The relatively new field of children's geographies builds on the theoretical foundations of human geography, critical geography, and spatial theories to examine the places and spaces children inhabit and create. This article reviews four major themes in children's geographies relevant to education: exclusion and agency, the social construction
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Performing New Geographies of Literacy Teaching and Learning

English Education, 2009
Lalitha Vasudevan’s “Performing New Geographies of Literacy Teaching and Learning.” Vasudevan explores how urban adolescents and adults at the Alternative to Incarceration Program (ATIP) in New York City redefine the spaces, meanings, and purposes of teaching and learning through expressive multimodal literacy practices. Relying on research in literacy,
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Teaching, learning and assessing in geography: a foundation for the future

2019
The final chapter draws on the contributions to our edited collection to identify four principles that together build a solid foundation for successful teaching, learning and assessment of geography in higher education. These principles are: 1) entering the pedagogic borderlands; 2) embracing partnership working; 3) acknowledging the whole student; and
Hill, J., Walkington, H., Dyer, S.
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Continuity and Change in Geography Education: Learning and Teaching

2003
Geography education has a rich heritage of content and teaching, a substantial background of theory and research in both geography and pedagogy, and opportunities to apply both practical fieldwork and electronic media with which to engage students in problem solving and inquiry.
Joseph P. Stoltman, Lisa De Chano
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Teaching and learning global urban geography: an international learning-centred approach

Journal of Geography in Higher Education, 2016
AbstractThe recent drive for the internationalization of curricula, together with calls for the internationalization of the sub-discipline of urban geography beyond the “west”, and the growing shift towards learning-centred paradigms in higher education, provided impetus for the design and delivery of an upper level undergraduate urban geography module
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