High school geography : physical, economical, and regional /

Parts I-II issued in 1 vol.

Cornell's high school geography:

Mode of access: Internet.

A system of school geography, chiefly derived from Malte-Brun, and arranged according to the inductive plan of instruction.

Half-title: The Malte-Brun school geography.

The American school geography : embracing a general view of mathematical, physical, and civil geography ; adapted to the capacities of children ; with an atlas /

Mode of access: Internet.

The American school geography, embracing a general view of mathematical, physical, and civil geography ... With an atlas.

Mode of access: Internet.

New and improved school geography; accompanied by a new and correct atlas ...

Mode of access: Internet.

Mitchell's new school atlas. Mitchell's modern atlas: a series of forty-four copperplate maps ... drawn and engraved expressly to illustrate Mitchell's new school geography.

Mode of access: Internet.

Grammar-school geography, physical, political, and commercial.

Mode of access: Internet.

Colton's common school geography : illustrated by numerous engravings and twenty-two study maps, drawn expressly for this work, and specially adapted to the wants of the class-room : to which are added two full-paged railroad maps, showing the chief routes of travel, and a complete series of twelve commercial and reference maps of the United States.

Includes A school geography of the state of Michigan, prepared by Daniel Putnam: 14 p. at end.

Straddling The Gap: A MIddle School Teacher's Journey Towards Good Geography

Research points to a gap between academic or disciplinary based geography and what is taught in secondary classes across the nation. This study documents a teacher’s journey and efforts to bring a more disciplinary approach to two suburban heterogeneous sixth grade geography classrooms. The researcher traces student perspectives on geography and facility with geographic reasoning as well as his own perspectives and pedagogy with respect to student data. The study attempts to map the space where school geography meets and interacts with disciplinary oriented geography based upon the Geography for Life National Geography Standards. Participants completed two sets of baseline assessments and two sets of end of year assessments as well as an initial intake survey. The seven primary participants were interviewed five times each throughout the academic school year and data were openly coded. The data suggest that students can learn geography and geographic reasoning from a disciplinary perspective. Students sharpened their geographic skills through deeper subject matter knowledge and developing spatial and ecological perspectives. The data also indicate that the teacher researcher faced considerable challenges in implementing a disciplinary approach to teaching geography. The coverage demands of a crowded history-centric curriculum together with ill-fitting resources required a labor-intensive effort to put together and execute this study. Study findings indicate that the path to good geography pedagogy can be impeded by a host of external and internal challenges. However, to forward thinking practitioners, the effort to straddle the gap between school geography and disciplinary-based geography may be well worth it.

Responding to national curriculum goals for English language learners : enhancing reading strategies in high school content areas

The official need for content teachers to teach the language features of their fields has never been greater in Australia than now. In 2012, the recently formed national curriculum board announced that all teachers are responsible for the English language development of students whose first language or dialect is not Standard Australian English (SAE). This formal endorsement is an important juncture regarding the way expertise might be developed, perceived and exchanged between content and language teachers through collaboration, in order for the goals of English language learners in content areas to be realised. To that end, we conducted an action research project to explore and extend the reading strategies pedagogy of one English language teacher who teaches English language learners in a parallel junior high school Geography program. Such pedagogy will be valuable for all teachers as they seek to contribute to English language development goals as outlined in national curricula.

Mitchell's school atlas

Map no. 12 (Great Britain and Ireland)--and no. 13 (Germany, Switzerland and Northern Italy): "Entered, according to Act of Congress, in the year 1840 ..." Cover and all others maps "Entered according ... 1839."

The Journal of geography

Mode of access: Internet.

Why Physical Geography? An analysis of justifications in teacher magazines in Germany

School geography is often quite different from academic geography and there are good reasons for that, as school is preparing young people to be able to lead the life they value instead of just training them to learn specific subject contents. In some countries school geography is understood as being mainly a social science. Nonetheless physical geography often plays an important part in textbooks and in everyday teaching in these countries. This presentation will examine how physical geography topics are justified in specialist teacher magazines in Germany. Are they justified by simply pointing at the value of the academic knowledge itself? Are they justified by claiming students’ special interest in these topics? Or are they justified by showing the value of physical geography in promoting social aims such as sustainable development, freedom or equality?

Field ‘work’ vs ‘feel’ trip : approaches to out-of-class experiences in geography education

Fieldwork is viewed as integral to geography teaching and acclaimed benefits often include holistic, student-driven learning, where all the senses are engaged and the impacts are more than cognitive. While these benefits are often assumed, in this paper, I argue that geography fieldwork in schools is often teacher-led and focused on the intellectual task of knowledge acquisition and skill development. Based on a qualitative content analysis of examples of fieldwork in a state geography teachers’ journal, I assert that the affective and sensory dimensions, are often used to promote the benefits of fieldwork, but seldom explicitly addressed through fieldwork pedagogy and learning activities in school geography. I contend that this is a missed opportunity for a deeper, more embodied and critical engagement with, and response to, the places visited.